Term/Weeks: T1/W4

Year Level: 9

Learning Area/Topic: Science/Ecology

FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM SCIENCE LESSON 1 FPD CREATED BY: PATRIESSE HANTZIS

General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS
Science
Understan
ding

Lesson
1

ACSSU176

Science
as a
Human
Endeavo
ur

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

Personal and social

Competence

Intercultural
Understanding

Sustainability

SPECIFIC
LESSON
OBJECTIVE

ASSESSMEN
T
(what &
how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

Describe the food web

of a Coral Reef.

Anecdotal notes
about the
students
understanding
of decline in
coral
populations
during class
participation,
presentation
and KidBlog
entries.

Lesson 1: Seasonal changes effects on Populations.

Motivate:
Students are to view Catalyst video: Coral
Winners and participate in class discussion to
answer questions prompted on class
MindMeister.
Lesson Steps:
Students will work in groups of 3, researching
one of 3 designated questions each and
recording information into their group Hackpad.
Using this information, students will now
individually create a flow chart creating a chain
of effect of Seasonal Change beginning with
Coral.
Closure:
Students are shown video from Scootle: The
future of coral reefs and are to create using
Coggle.it, a brainstorm on how they believe we
can prevent coral reef populations from collapse.
Socrative Quiz, to test students knowledge of
information presented in todays class.

KEY
QUESTIONS

RESOURCE

Scien
ce
Inquir
y
Skills

Explain how global

warming effects
seasonal changes and
in turn causing coral
death.
Analyse the effect on
the coral reef
ecosystem in the event
of coral death through
global warming.

1.

2.

3.

What is your
perception of
seasonal
change effect
on coral
populations?
How coral has
changed over
the years and
what has
caused the
change?
What is
predicted to
occur in the
future and why?
How will a
decrease in
coral affect
other plants and
animals?

http://www.abc.n
et.au/catalyst/sto
ries/3576802.ht
m
https://www.min
dmeister.com
https://hackpad.
com
https://www.gliffy
.com/go/html5/la
unch?
app=1b5094b06042-11e2-bcfd0800200c9a66
http://www.scootl
e.edu.au/ec/pin/
UQFNCT?
userid=445083
https://coggle.it/
http://www.socra
tive.com/

AUSTRALIAN CURRICULUM SCIENCE LESSON 2 FPD CREATED BY: PATRIESSE HANTZIS

General Capabilities:
Literacy
Numeracy

ICT

Critical and creative thinking

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS

Science
Understandi
ng

Lesson
2

ACSSU176

Science as
a Human
Endeavour

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Personal and social Competence

Intercultural Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCE

Scienc
e
Inquiry
Skills

Identify what is an
Introduced Species.
Explain with evidence
the negative impact of
introduced species on
native populations.
Outline possible
resolutions to
overcome decline in
native populations due
to introduced species.
Engage in cooperative
group work.

Informal
Assessment
Intro, Main and
Lesson Closure.
KidBlog Entries.

Lesson 2: Introduced Species and the Effect on Native

Populations.
Motivate:

Prezi Presentation giving an introduction to what is

Introduced Species. Class discussion to be conducted
to determine prior knowledge.

Show video: Australia with Simon Reeve, Season 1

Episode 2.
Lesson Steps:

WebQuest Race: Students are to research the native

population most at risk due to the introduction of Cane
toads. First student to raise their hand with answer.

Video Presentation: ABC News: Northern Quoll

Threatened by Cane Toads.

In partners students are to create a Bubbl.Us of Pros

and Cons of the rescue strategies raised in the video,
whether they will be effective.

WebQuest Worksheet using QR Codes: Students are

to answer key questions using pages provided by QR
Codes. Answers are to be recorded onto worksheet
and kept in Science Workbooks.
Closure:

Class Discussion: Padlet: Question is posed to class,

and rather than a verbal class discussion students are
to write their thinkings on the class Padlet.
Transition:

Students are to answer Question of ways in which the

Cane Toad Populations could be controlled or even
eliminated and are to record their thinking and findings
on their KidBlog.

1.

What is your current

understanding of what
an Introduced Species
is and can you name
one?

2.

What is the native

population most at risk
due to introduction of
cane toads?

3.

What are the pros and

cons of the strategies
raised in the video
viewed?

4.

Can you think of any

other ways that Quolls
could avoid their main
threat?

5.

What would happen

to populations in the
ecosystem if the
Quoll were wiped
out?

6.

List as many ways as

you can find or think of
that the Cane Toad
population could be
controlled or
eliminated.

https://www.yout
ube.com/watch?
v=oYcl0xxU5_s
https://www.yout
ube.com/watch?
v=DOe8t3RO3k
w

https://bubbl.us

https://padlet.co
m

http://kidblog.org
/home/

AUSTRALIAN CURRICULUM SCIENCE LESSON 3 FPD CREATED BY KAYTLEN OLDFIELD

Literacy

Numeracy

ICT

Critical and creative

thinking

Ethical Behaviour

Personal and social

Competence

Intercultural
Understanding

General Capabilities:
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK/
LESSO
N

AUSTRALIAN
CURRICULUM
LINKS
Science
Understan
ding

Lesson
3

ACSSU176

Scien
ce as
a
Huma
n
Ende
avour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(What & how)

Sustainability

TEACHING & LEARNING

EXPERIENCES
(Include learner diversity)

KEY
QUESTION
S

RESOURCES

Lesson 3: Destruction of Habitats

Motivation:

Students are to use Spiderscribe to record everything

they already know about destruction of habitats,
under the headings of: Definition, Causes, Known
places and What can be done?
Lesson Steps:

In groups (seven groups within the class) research

one assigned topic: Madagascar, Brazil, Mona
Island (shipwreck), Tsunami, pollution, Food
production, Fires Human population or oils
spills.

Using this information, students are to create a threeminute presentation using Emaze answering the
questions: What are the affects? What is being
done? Important statistics What you, individually,
can you do? and if given a place Why the
destruction takes place.

All groups deliver their presentation to the class.

Conclusion:

Students add to their Spiderscribe, in a different

colour, what they have learnt during the lesson.
Adding pictures if necessary.

What is habitat
destruction?

Spiderscribe
http://www.spide
rscribe.net

Scien
ce
Inquir
y
Skills

Identify what habitat

destruction entails
and how individually
they can help.
Deliver an
informative
presentation
addressing all
questions.
Work cooperatively
within groups.

Anecdotal notes
about the
students
understanding of
habitat
destruction from
during the class
and during their
presentations.

What does
habitat
destruction
cause? (Look
for the answer
reduces
biodiversity)

Emaze
http://www.emaz
e.com

Interactive
whiteboard
Spiderscribe

AUSTRALIAN CURRICULUM SCIENCE - LESSON 4 FPD CREATED BY: KARL VAN KWOL
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK/
LESSO
N

Lesson
4

AUSTRALIAN
CURRICULUM
LINKS
Science
Understan
ding

Scien
ce as
a
Huma
n
Ende
avour

Scien
ce
Inquir
y
Skills

ACSSU176

ACSH
E157

ACSIS
172
ACSIS
174

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

Explain the ongoing

visual effects of fire
on an ecosystem.
Outline the possible
reasons for the
ongoing visual
change caused by
fire in an ecosystem.

ASSESSMENT
(What & how)

Completion of
WebQuest The
Importance of
Bushfire to the
Natural
Environment in
Australia.

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(Include learner diversity)

KEY
QUESTION
S

RESOURCES

Lesson 4: How Ecosystems change as a result of

Fire events.
http://wechopfro
gs.weebly.com/l
esson-4.html

WebQuest two lessons

Motivation:
Work in groups of two. Show introduction video on, Rise
From The Ashes. Give Students WebQuest paperwork.
Lesson Structure:
Students answer the questions on the WebQuest
paperwork using the links provided in the QR Codes.
Students scan the QR Codes with their iPads to get to
the appropriate web addresses.
Conclusion:
Students discuss what they have learnt during the
WebQuest.

How does
bushfire affect
and benefit
sclerophyll
forest
ecosystems?