Professional Documents
Culture Documents
ICT in Education
Assignment 2:
ICT Portfolio
Hannah Hartwig (s287263)
15th February 2016
UNIT OF WORK OUTLINE
Implementing the iPad, Google Earth/Maps, and Student Email within a Classroom.
Rationale
The purpose of this Unit of Work is to provide students with both theoretical and practical knowledge of ecosystem
biodiversity. The students will be expected to work in groups to collect data during a practical excursion to a focus
creek or waterway. Students will be required to use ICT tools to further their understanding of biological concepts
(iPad and student email). Google Earth/Google Maps will be accessed in order to apply critical thinking at local,
national and international scales. The students will be assessed on both the group submission of a scientific report at
the conclusion of the Unit, as well as individual participation and contribution to group work. All assessment outcomes
are in accordance with the Australian Curriculum Assessment and Reporting Authority (ACARA, 2010).
Host Key Learning Areas
3 components of biodiversity
Anthropogenic vs. natural influences
The use of ICT Tools
Minor Learning Areas
Creek and waterway biodiversity:
- Transect biodiversity
- Water quality testing
- Species diversity calculations
Curriculum Outcomes
AustralianCurriculum[Biology]aspertheAustralianCurriculum
AssessmentandReportingAuthority(ACARA,2010)
Unit1:Biodiversityandtheinterconnectednessoflife
understandhowclassificationhelpstoorganise,analyseand
communicatedataaboutbiodiversity
understandthatecosystemdiversityanddynamicscanbedescribed
andcomparedwithreferencetobioticandabioticcomponentsand
theirinteractions
understandhowtheoriesandmodelshavedevelopedbasedon
evidencefrommultipledisciplines;andtheusesandlimitationsof
biologicalknowledgeinarangeofcontexts
usescienceinquiryskillstodesign,conduct,evaluateand
communicateinvestigationsintobiodiversityandflowsofmatter
andenergyinarangeofecosystems
evaluate,withreferencetoempiricalevidence,claimsabout
relationshipsbetweenandwithinspecies,diversityofandwithin
ecosystems,andenergyandmatterflows
communicatebiologicalunderstandingusingqualitativeand
quantitativerepresentationsinappropriatemodesandgenres.
(ACARA,2010)
PRIOR LEARNING
Scientific investigation methods
Biodiversity and ecosystem
knowledge
OUTCOMES
Build on prior knowledge to allow
for critical thinking, scientific
analysis, and scientific enquiry
FUTURE LEARNING
Learning outcomes applicable to
Biology Unit 4: Maintaining the
internal environment (ACARA,
2010.
Group Assignment
Field trip data collection
Use of ICT tools in facilitating data collection and summarisation
Knowledge Focus
Declarative Knowledge
(What do I want my learners to know?)
Procedural Knowledge
(What do I want my learners to be able to do?)
CONCEPTS
Biodiversity
Natural influences
Anthropogenic influences
Conservation
SUBHEADINGS
Species diversity
Ecosystem diversity
Genetic Diversity
Climate
Rain
Wind
Erosion, and so on
Habitat clearing
Poaching
Removal of organisms (harvesting)
Introduced species
National Parks and World Heritage
National/International Legislation and Strategies
1
(15th February
2016)
2
(22nd February
2016)
3
(7th February
2016)
Learning
Experiences
Introductory
Lecture
(29th February
2016)
Field Trip
Excursion
Main focus
Main Resources
What is biodiversity
and why is it
important?
Formation of groups
for field trip and
assignment
Collection of biological
data
Storage of data on
iPads
Research for group
assignment
Introduction to Google
Earth/Maps
PowerPoint
Presentation
YouTube
IPads
IPads
Google Earth/Maps
Software
Student Email
Internet connectivity
IPads
Google Earth/Maps
Software
Student Email
Internet connectivity
Student
engagement
Formation of
groups for
assessment
Student
engagement and
participation
within groups
Student use of
ICT tools
Student
engagement and
participation
within groups
Student use of
ICT tools
Student
engagement and
participation
within groups
Production and
submission of
group
assignment