Sc1a Assessment 1

Science Lesson Plan 1
KLA: Science Stage of 4 (Year 7) Lesson 60

Learner: Duration: minutes
Safety Printing /
 Even though we are not using lab  ‘Who am I?’ worksheet
Considerations: Preparation:
equipment, we may be in the  ‘Food Chain’ worksheet
presence of lab equipment-  Book laptop trolley
teacher must ensure no lab  Bring chocolates to class
equipment is being used  Write expectations on
 Internet use should be monitored board
to ensure students stay on task
Knowledge and Living World Working Scientifically Communicating

Understanding(K&U) (WS) Strand(s):
Strand:
K & U outcome(s): A student: WS outcome(s): A student:
 Relates the  Presents science
structure and ideas, findings and
function of living information to a
things to their given audience using
classification, appropriate
survival and scientific language,
reproduction (SC4- text types and
14LW) representations
(SC4-9WS)
K & U context LW5 Science and WS context WS9 Students
statement: technology contribute statement(s): communicate by:
to finding solutions to
conserving and
managing sustainable
ecosystems
K& U content WS content A. Presenting ideas,
A. Construct and
descriptor(s): descriptor(s): findings and solutions to
interpret food
problems using
chains and food
scientific language and
webs, including
examples from representations using
digital technologies as
Australian
appropriate
ecosystems
Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability
5 Es
1. Engage 2. Explore 3. Explain 4. Elaborate 5. Evaluate
Learning Intentions: Success Criteria:
Given a combination of background knowledge, Lesson plan includes:
class discussion and online research,  Background knowledge task on food chains
independently  Class discussion on what a strong definition for
 Give a strong definition of a ‘food chain’ ‘food chain’ is
 Independent research on the definition of a
‘food chain’
 Students will be able to develop a strong
definition of ‘food chain’
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson

element
2.1 Explicit  If clear instruction is heard by the teacher
quality  If students listen and comply with criteria set out e.g. 2 straight lines
criteria
2.6 Student  If students volunteer other expectations for the class
direction  If students come up with fun and creative ideas in the Think, Pair, Share exercise
3.1  If students volunteer suggestions based on background knowledge about Food
Background Chains
knowledge
Lesson Script
Before the lesson:
Time Teacher Activity Student Activity Resources
 Device
 Write expectations on board  Have a good night’s rest
 Writing material
 Prepare and print off ‘Who am  Eat a healthy breakfast
I?’ worksheet  Bring device/ writing material
 Prepare and print off ‘Food to school
Chain’ worksheet
 Book laptop trolley
 Bring chocolates to class
Introduction:
5m  Instructs students to line up in  Line up in 2 straight lines  School bags
2 straight lines, outside of the  Enter the classroom and get  Devices
QTM: classroom prepared for the lesson- get  Writing material-
2.1 &  Instructs students that upon device/ writing material out pens and paper
2.3 entry to classroom they
should:
o Put their bags in a pre-
allocated area e.g. next to
their desk
o Sit down
o Get device/ writing
equipment out
 Instructs students to enter
classroom and get prepared for
the lesson i.e. get writing
equipment/ device out
Outline of expectations and consequences:
Reads out an expectation when  White board
5m  “Welcome to Science!” 
 White board pen
 Asks one student at a time to called upon
QTM: read out one expectation each  Volunteers other expectations
2.1,  Content expectations: once all expectations on the
2.3, o Be able to define ‘food board have been read out
2.6 & chain’
3.4 o Begin to think about the
different organisms
involved in a food chain
 Behavioural expectations:
o Listen when the teacher is
speaking
o Be respectful of other
students
o Participate in class
discussion
 Ask students if they would like
to add anything
 Reminds students of 1 chance
rule:
o The first time the teacher
has to speak to a student
about behaviour, their
name goes up on the
board
o The next time they have to
be spoken to, they have to
sit up the front
Engaging activity:
15m THINK, PAIR, SHARE  Writes animal description  Device
 Swaps worksheets with a  Writing materials
 Hands out ‘Who am I?’
QTM: partner  ‘Who am I?’
worksheet
1.6,  Draws the animal that their worksheet
 Teacher explains that each
2.2, partner described
student is to write out a
2.4,  Guesses what animal their
detailed description of an
2.6 & partner described to the class
animal of their choice on the
3.1 ‘Who am I?’ worksheet
 The student is then to swap
their description with someone
else in the class
 Once the student has the
description, they must draw
the animal that is described
 Each pair stands up to share
5 Es: their guesses and whoever gets
1 it right receives a chocolate at
the end of class
Body of Lesson:
10m MIND MAP ACTIVITY  White board
 Volunteers words/ideas that
 White board pen
 Write “Food Chain” on white they know about Food Chains
QTM:  Device
board when called upon
2.6 &  Encourage students to  Writing materials
 Possible answers include:
3.1 volunteer words or ideas that o Animals
they already know about Food o Circle of life
Chains o Eating
 Write additional words/ ideas, o Being eaten
if necessary o Predators
 Instruct students to copy down o Herbivore/Carnivore
mind map  Copy down mind map
10m ICT ACTIVITY  Access textbook online on their  Device
own device/ borrowed laptop  Laptop
 Instruct students to access
QTM:  Read page 12  Writing materials
their textbook on Moodle
1.6 &   Find definition of a ‘food chain’  Internet access
Instruct students to read page
2.4  Gifted & Talented (G&T)  Access to Moodle
12 and find the definition of a
students should do further
‘food chain’
research to find a more
 Gifted & Talented (G&T)
comprehensive definition
students should do further
 Participate in class discussion
research to find a more
about a strong definition of a
comprehensive definition
5 Es: food chain, strong definition
 Once everyone has done some
2 should be something along the
independent research, teacher
lines of:
should guide a class discussion
o Food chain: a model that
about a strong definition of a
shows how energy flows
food chain
between living things
 Instruct students to write
 Write definition in book/ type
definition down/ type it into a
into a Word document
Word document titled ‘Food
Chains & Webs’
 Extra time allowed to secure
Internet connection and log
onto Moodle
10m INQUIRY BASED FOOD CHAIN  ‘Food Chain’
 Observe and think about
ACTIVITY worksheet
worksheet contents
QTM:  Hand out ‘Food Chain’  Contemplate which organism
1.6 & worksheet falls under what category
2.4  Instruct students to observe  Participate in class discussion
and think about what is on the about answers
worksheet
 Pose the questions: Which
organism is the producer?
Which organism is the
5 Es: consumer? Which organism is
2&3 the decomposer?
 Guide a class discussion about
the answers, leave unanswered
though
Conclusion:
5m  Check off expectations that  Receive chocolates if they  White board
were achieved this lesson guessed the animal right  White board pen
 Talk about any improvements  Chocolates
that can be made next lesson  Next lesson’s
e.g. settling down faster at the agenda
start of class
 Award chocolates to students
who guessed the animal
 Outline what next lesson will
be about (time permitting)
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?
Success Criteria: How this will be measured?

Students will be able Formatively through:
to develop a strong  Observation of background knowledge in Mind Map Activity
definition of ‘food  Gauging understanding through class discussion in ICT Activity
chain’
Reflection:
What have I learned about  It is important to make otherwise mundane content engaging for
teaching and learning students, especially when they are still so young
processes when preparing  There is a lot of preparation needed in lesson planning
this lesson?  Planning extension activities for the G&T students is important e.g.
advanced independent researching
Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.
Graduate Standards Evidence within this lesson

1. Know students and how
 Different learning styles incorporated- visual (mind map) and
they learn interpersonal (class discussion)
 Extending G&T students- advanced independent researching
2. Know content and how  Slowly easing students into a new topic through fun activities- ‘Who
to teach it am I?’ Activity
3. Plan for and implement  Prepare and print worksheets before class
effective teaching and
learning
4. Create and maintain  Expectations set to be respectful to other students
supportive and safe  Class discussion is guided by the teacher to ensure every student has
learning environments an opportunity to volunteer input
5. Assess, provide feedback  Formative assessment of understanding concepts through observation
and report on student and discussion
learning  Feedback on how the class went is offered when expectations are
ticked off
Resources
Lesson 1, Resource 1- Who am I? Worksheet
Name: __________________ Class: ________________ Date: __________________
WHO AM I?
1. Describe an animal in detail- outline what it looks like, where it lives, what it eats etc. DO NOT
MENTION YOUR ANIMAL’S NAME!
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. Draw the animal described above.
3. Who am I?
_______________________________________________________________________________________
Lesson 1, Resource 2- Food Chain Worksheet
Name: __________________ Class: ________________ Date: __________________
FOOD CHAIN
Safety Printing /
 Weather conditions may affect  Write expectations on
surfaces (slip hazards) board
 Running should be done on grass  Set up YouTube clip
 Collisions should be avoided  Gather 2 sets of oz-tag
 Overexertion should be avoided tags for practical
 ‘Food Chain Fiasco’
worksheet
Knowledge and Living World Working Scientifically Questioning &

Understanding(K&U) (WS) Strand(s): Predicting AND
Strand: Conducting
Investigations
 Relates the  Identifies questions
structure and and problems that
function of living can be tested or
things to their researched and
classification, makes predictions
survival and based on scientific
reproduction (SC4- knowledge
14LW) A student:
 Follows a sequence
of instructions to
safely undertake a
range of
investigation types,
collaboratively and
individually
K & U context LW5 Science and WS context WS4 Students question
statement: technology contribute statement(s): and predict by
conserving and WS6 Students conduct
managing sustainable investigations by
ecosystems
K& U content WS content
B. Describe B. Makes predictions
descriptor(s): descriptor(s):
interactions based on scientific
between organisms knowledge and their
in food chains and own observations
food webs, including
producers, D. Following the
consumers and planned procedure
decomposers
including fair tests,
measuring and
controlling variables
Numeracy
technology
capability
5 Es

Given background knowledge and understanding Lesson plan includes:
of food chains and their components,  Background knowledge task on food chains
independently and collaboratively:  Time to hypothesise about population numbers
 Hypothesise about population numbers  Practical investigation of population numbers
 Conduct a practical to investigate population
numbers

students.

element
2.2  The investigation provides students with a practical application of key concepts to
Engagement keep them engaged with class content
2.3 High  Expectations are clearly set out and then checked off at the beginning and end of the
expectations lesson
3.4 Inclusivity  One expectation details the respect required in class to ensure everyone feels
included
 The practical requires whole class participation
Lesson Script
Before the lesson:
 Have a good night’s rest  Device
 Write expectations on board
 Eat a healthy breakfast  Writing material
 Print ‘Food Chain Fiasco’ sheet
 Bring device and ‘Food Chain’  Tags
 Gather oz-tag tags
worksheet to school  Worksheet
 Set up YouTube clip
Introduction:
2.3 entry to classroom they  Bring ‘Food Chain’ worksheet
should: from last lesson to class
their desk
o Sit down
equipment out
the lesson i.e. get writing
equipment/ device out
5m  Reads out an expectation when  White board
 “Welcome to Science!”
called upon  White board pen
 Asks one student at a time to
QTM:  Volunteers other expectations
read out one expectation each
2.1, once all expectations on the
 Content expectations:
2.3, board have been read out
o Recap on components of a
2.6 & food chain
3.4 o Gain knowledge about
ecosystems
o Conduct a practical
investigation into
population numbers
o Listen when the teacher is
speaking
o Be respectful of other
students
o Participate in class
discussion
to add anything
 Reminds students of
consequences (1 warning rule)
Engaging activity:
5m  Participate in class discussion  ‘Food Chain’
 Remind students of the
 Write on ‘Food Chain’ worksheet
questions that were posed at
QTM: worksheet from last lesson  Writing materials
the end of last lesson:
1.6, which organism is which
o Which organism is the
2.2 & producer?
2.4 o Which organism is the
consumer?
o Which organism is the
decomposer?
 Guide class discussion about
which one is which
 Establish that the:
o Producer = grass
5 Es: o Consumer = bird
1 o Decomposer = worm
Body of Lesson:
5m FABULOUS FOOD CHAINS VIDEO  Watch YouTube video  Computer
 Take note of ‘ecosystem’  Internet access
 Show Fabulous Food Chains
QTM: definition  Projector
YouTube video
1.1,  Make an educated guess on  YouTube link
 Instruct students to take note
1.2 & which animal is a producer and
of the definition of an
2.2 which is the consumer in the
‘ecosystem’
video
 Instruct students to take note
of what organism is a
5 Es: producer/ consumer in the
1 video
10m INQUIRY BASED EXPLANATION  Device
 Contemplate scenario
Hypothesise about population 
ACTIVITY Writing materials

QTM:   ‘Food Chain
Hand out ‘Food Chain Fiasco’ numbers:
1.1, Fiasco’ worksheet
worksheet which poses this o Will there be more or less
1.2, scenario: grass after feeding time?
1.3 & o If we did an experiment to o Will hawks end up with the
1.4 investigate an ecosystem large population number
where hawks ate rabbits because they are higher in
and rabbits ate grass, what the food chain?
would the population  Fill out ‘hypothesis’ section of
numbers end up looking worksheet
like?
5 Es: o Go through equipment
2, 3 needed
&4  Allow time for hypothesising
 Assist low literacy level and/or
socially/ emotionally affected
students with hypothesis
25m INQUIRY BASED PRACTICAL  Follow teachers instruction in  Green tags (oz-
ACTIVITY the practical- make 3 equal tag)
QTM: groups  Red tags
 Outlines rules for practical:
2.2 &  When acting as grass, stay  Writing material
o Divide class into 3 groups
3.4 stationary (to record
of (approx.) equal
 When acting as rabbits, try to population
numbers
take as many green tags as numbers)
o Group 1 = grass (green
possible within the time limit
tags)
5 Es:  When acting as hawks, try to
o Group 2 = rabbits (red
2, 3 take as many red tags as
tags)
&4 possible within the time limit
o Group 3 = hawks (no tags)
 Help teacher count by raising
o 6 x 15 second rounds
your hand when asked if you
(trials) so everyone gets a
are part of the ALIVE or part of
go at being each organism
the CONSUMED group
twice
o Grass must stay stationary
o Rabbits try to take green
tags from grass
o Hawks try to take red tags
from rabbits
o Population numbers will
be recorded at the start
and end of every trial by
the teacher
Conclusion:
5m  Collect all tags  Bundle tags and return to  White board
 Keep record of population teacher  White board pen
numbers  Help teacher bring equipment  Next lesson’s
 Check off expectations that back to classroom agenda
were achieved this lesson
 Talk about any improvements
that can be made next lesson
e.g. settling down faster at the
start of class
Assessment:

Background knowledge Formatively through:
on food chains
 Class discussion to gauge whether students comprehend the different components
of a food chains and could give examples of each component if asked
Hypothesising Formatively (in this lesson) through:
 Observation of hypothesis statements
Practical investigation Will be measured using summative assessment measures in the next lesson
Reflection:
What have I learned about
 Practical investigations are hard to plan for and must be really clearly
teaching and learning thought out
processes when preparing  When conducting a practical investigation, you cannot get much else
this lesson? done in 60 minutes

1. Know students and how  Practical investigation keeps students engaged in class content
they learn
2. Know content and how  Theoretical basis was built last lesson so the practical activity is to be
to teach it used to back up this knowledge
3. Plan for and implement  Investigation is clearly set out in worksheet
effective teaching and  Equipment for practical was gathered before class
learning
4. Create and maintain  The practical activity purposefully requires all students to be involved
supportive and safe to create an inclusive learning environment
learning environments
5. Assess, provide feedback  Formative assessment of background knowledge of food chains
and report on student through class discussion
learning
Resources
Lesson 2, Resource 1- Fabulous Food Chains YouTube video
http://bit.ly/1ZpdK60
Lesson 2, Resource 2- Food Chain Fiasco worksheet
Name: __________________ Class: ________________ Date: __________________
FOOD CHAIN FIASCO INVESTIGATION
Aim:
To investigate the population number change in an ecosystem that includes grass, rabbits and hawks
Hypothesis:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Equipment:
Green tags, red tags and writing material
Results:
Population numbers for GRASS:
Population number
Trial number Start End
1
2
3
4
5
6
Population numbers for RABBITS:

Population number
1
2
3
4
5
6
Population numbers for HAWKS:

Population number
1
2
3
4
5
6
Organism you are graphing: ____________________________________________________________
Was your hypothesis correct? Why/ Why not?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
*G&T AJUSTMENT*
Improvements that could have been made to the investigation:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Conclusion:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Safety Printing /
 Even though we are not using lab  Make list of native
equipment, we may be in the
presence of lab equipment- Australian animals
teacher must ensure no lab
equipment is being used
Knowledge and Living World Working Scientifically Conducting

Understanding(K&U) (WS) Strand(s): Investigations
Strand:
 Relates the  Follows a sequence
structure and of instructions to
function of living safely undertake a
things to their range of
classification, investigation types,
survival and collaboratively and
reproduction (SC4- individually
14LW)
K & U context LW5 Science and WS context WS6 Students conduct
statement: technology contribute statement(s): investigations by
conserving and
managing sustainable
ecosystems
K& U content WS content E. Recording
B. Construct and
descriptor(s): descriptor(s): observations and
interpret food
measurements
chains and food
accurately, using
webs, including
appropriate units for
examples from
physical quantities
Australian
ecosystems
C. Describe G. Assessing the
method used and
interactions
identifying
between
improvements to the
organisms in food
method
chains and food
webs, including
producers,
consumers and
decomposers
Numeracy
technology
capability
5 Es

Given background knowledge and understanding Lesson plan includes:
of food chains and their components,  Completing results tables of Food Chain
independently: Fiasco investigation
 Construct a line graph based on population  Graphing activity
number results taken in last lesson  Summative assessment activity
 Evaluate own hypothesis based on results
 Suggest improvements that could be made to
the investigation (G&T)

students.

element
1.1 Deep  Graphing activity allows students to develop deeper knowledge about population
knowledge numbers
1.4 Higher-  Evaluating the hypotheses is a higher order verb
order  G&T students creating improvements in the investigation is higher-order thinking
thinking
2.5 Students’  Student must take initiative and responsibility in their own learning and this is
self- evident in the summative assessment activity
regulation
Lesson Script
Before the lesson:
 Have a good night’s rest  Device
 Write expectations on board
 Eat a healthy breakfast  Writing material
 Bring population number
 Bring device/ writing material  ‘Food Chain
records to class
to school Fiasco’ worksheet
 Write up population number
 Bring ‘Food Chain Fiasco’
results on board
worksheet to school
 Make list of native Australian
animals
Introduction:
2.3 entry to classroom they
should:
their desk
o Sit down
equipment out
the lesson
5m  Reads out an expectation when  White board
 “Welcome to Science!”
called upon  White board pen
 Asks one student at a time to
QTM:  Volunteers other expectations
read out one expectation each
2.1, once all expectations on the
 Content expectations:
2.3, board have been read out
o Complete 3 tables of
2.6 & results in ‘Food Chain
3.4 Fiasco’ worksheet
o Graph results of
investigation
o Complete hypothesis
evaluation and conclusion
sections of the worksheet
o G&T should also complete
‘Improvements’ section
o Listen to teacher
o Be respectful of others
o Participate in discussion
to add anything
 Reiterate consequences
Engaging activity:
10m  3 students come to the front  White board
 “First we are going to play
when called upon  White board pen
HEADS UP!”
QTM:  States objective of the game:  3 students ask Yes/No question  List of native
2.2 & in an attempt to guess which Australian animals
o To guess what native
3.1 native animal they are
Australian animal you are
 Keep swapping out students
 States rules:
once they guess the animal
o 3 students stand in front of
they are until 10 minutes is up
the white board, facing the
class
o Other students remain in
5 Es: seats
1&2 o Students out the front are
assigned a native
Australian animal
o Students out the front
must ask Yes/No questions
in the hopes of guessing
what native animal they
are
 Possible native animals
include:
o Koala
o Kangaroo
o Platypus
o Emu
o Dingo
o Bilby
Body of Lesson:
15m COMPLETING RESULTS TABLES  Copy down results into  White board
‘Results’ section of ‘Food Chain  White board pen
 Instruct students to copy down
QTM: Fiasco’ worksheet  Device
population numbers from the
1.6  Participate in class discussion  Writing material
board
about results
 Guide class discussion about
population results- did they
match students’ hypotheses?
5 Es:
2&3
10m GROUP GRAPHING ACTIVITY  Form groups of 3  ‘Food Chain
 Choose an organism which Fiasco’ worksheet
 Organise class into groups of 3
QTM: they will graph  Writing material
 Instruct students to choose
1.1,  Create a line graph based on  Measuring
(within their groups) which
1.2 & results in above tables equipment- ruler
organism population number
1.4  Ensure all graph requirements
results they are going to graph
are fulfilled
 Explain to students that they
are to construct a line graph
that depicts results from the
investigation
 Graph should have:
5 Es: o A title
3&4 o X axis, labelled
o Y axis labelled
o Realistic and properly
measured increments on
both axes
o 2 lines- 1 start and 1 end
population numbers
o Key to depict which line is
which
 Teacher supervises graphing
and attends to any
questions/queries
10m SUMMATIVE ASSESSMENT
 Instruct students to complete
QTM: ‘Food Chain Fiasco’ worksheet
1.4 & for collection at the end of the
2.5 lesson
 All students must complete
hypothesis evaluation and
conclusion
 Extension activity for G&T
students- note any
5 Es: improvements that could have
2, 3, been made in the investigation
4&5
Conclusion:
5m  Collect all ‘Food Chain Fiasco’  Return completed ‘Food Chain  White board
worksheets Fiasco’ worksheets  White board pen
 Check off expectations that  ‘Food Chain
were achieved this lesson Fiasco’
 Talk about any improvements worksheets
that can be made next lesson  Next lesson’s
e.g. settling down faster at the agenda
start of class
Assessment:

Results table  Formative observation of students to determine whether they copied the
results information down correctly
Graphing  Summative assessment will be conducted at the end of the lesson when all
worksheets are collected for marking
Reflection:
What have I learned about  Graphing would probably require more time than this
teaching and learning  Graphing is one way of incorporating literacy and numeracy into
processes when preparing Science
this lesson?  Some Year 7 students might not have the required literacy/numeracy
skills to advance straight into a graphing activity and others might
already have sound graphing skills, this is where differentiation
becomes important

1. Know students and how  G&T adjustments to allow these students to be properly extended
they learn
2. Know content and how  Graphing and hypothesising are important parts of Science
to teach it
3. Plan for and implement  Prepared ‘Food Chain Fiasco’ worksheet
effective teaching and  G&T extension activity
learning
4. Create and maintain  Expectations outline listening to the teacher and acting respectfully
supportive and safe towards peers
learning environments
5. Assess, provide feedback  Formative assessment through observation of ability to take down
and report on student results information
learning  Summative assessment of ability to hypothesise, evaluate and graph
investigation components based on completed ‘Food Chain Fiasco’
worksheets
Resources
Lesson 3, Resource 1- Food Chain Fiasco worksheet
Name: __________________ Class: ________________ Date: __________________
FOOD CHAIN FIASCO INVESTIGATION
Aim:
To investigate the population number change in an ecosystem that includes grass, rabbits and hawks
Hypothesis:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Equipment:
Green tags, red tags and writing material
Results:
Population numbers for GRASS:
Population number
1
2
3
4
5
6
Population numbers for RABBITS:

Population number
1
2
3
4
5
6
Population numbers for HAWKS:

Population number
1
2
3
4
5
6
Organism you are graphing: ____________________________________________________________
Was your hypothesis correct? Why/ Why not?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
*G&T AJUSTMENT*
Improvements that could have been made to the investigation:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Conclusion:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Justification
Glasser’s Choice Theory states the teacher should lead learning but that students should have an
active role (Britzman, Nagelhout & Cameron, 2011). The outline of expectations led by the teacher
with additional suggestions from students, allows both parties to vocalise their intentions for the
lesson. This student-directed portion of the lesson coincides with the Quality Teaching Model’s
(QTM) second dimension of Quality Learning Environments (Department of Education and
Training, 2003). Reflection at the end of each lesson allows the teacher to give students feedback
on their progress, which is associated with another facet of Choice Theory that states that
fulfillment of educational obligations should be evaluated regularly (Britzman, Nagelhout &
Cameron, 2011; Camburn & Han, 2015). Setting expectations and reflecting on performance also
pertains to QTM elements such as high expectations and explicit quality criteria (Department of
Education and Training, 2003). Many studies have proven setting high standards before
conducting a lesson results in better quality work (Haesler, 2012).
Glasser also recognises that students have specific, individual needs that are influential in learning
(Britzman, Nagelhout & Cameron, 2011). Learner needs have been recognised and accounted for
in the above lesson plans through differentiation and adjustments. Independent research tasks
and adding an ‘Improvements’ section to the summative assessment are some adjustments made
to ensure the Gifted and Talented (G&T) students are extended and remain engaged in their
learning. In activities where the teacher has given instruction then sent the students to complete
activities independently, there is an assumption made that G&T students should be capable of
doing most of that work by themselves, whereas, other students may need more guidance from
the teacher. Differentiation in the above lesson plans is evident when the teacher supervises class
progress but spends extra time with low literacy or Socially/Emotionally affected students.
Scientific literature supports differentiation in the classroom to enhance academic achievement for
all students (Haelermans, Ghysels & Prince, 2014).
Multiple Intelligences Theory (Gardner & Hatch, 1989) allows teachers and students to categorise
ways that people prefer to learn. There are seven categories in total and four are demonstrated in
the lesson plans above. Using a variety of pedagogical approaches allows teacher to cater to the
diverse needs of their students (Maker, Jo & Muammar, 2008). Activities that are directed mainly
to Linguistic learners are class discussions and writing down hypotheses, as these students prefer
to learn through talking, listening and writing (Gardner & Hatch, 1989; Emmiyati et al., 2014).
Visual learners will benefit from watching the YouTube video and participating in the mind map
activities. The practical investigation was developed specifically to target Interpersonal and Body-
kinesthetic learners who prefer to learn through communication, building relationships and
physical movement (Gardner & Hatch, 1989).
The pedagogical approaches outlined in the lessons were designed to directly address content
outcomes set out in the Board of Studies (BOS) NSW Science K-10 Syllabus (2012). The
knowledge and understanding content covered in the above lessons included comprehension of
food chains and the interactions between organisms in these food chains (BOS, 2012). This
included class discussion and practical investigation into population numbers of producers,
consumers and decomposers. Students develop deep knowledge and understanding of these
specific pedagogical concepts through independent research, class discussion and collaborative
practical investigation.
Working Scientifically outcomes, such as Communicating, Questioning & Predicting and

Conducting Investigations, were also considered when these lesson plans were designed (BOS,
2012). Communication and Conducting Investigations outcomes were mainly accomplished
through the collaborative practical investigation completed that looked at population numbers in
an ecosystem. Communication activities allowed students to develop specific pedagogical content
knowledge in scientific language and text types, such as results tables and graphs. The
collaborative practical investigation gave students an opportunity to meet syllabus requirements of
following a sequence of instructions. Questioning and Predicting outcomes were satisfied through
the hypothesis generating activity conducted in Lesson 2.
Hypothesising results of the investigation before actually conducting the practical is an effective
example of Inquiry-Based Learning (IBL) (Pedaste et al., 2015). IBL is an innovative pedagogical
approach that incorporates constructivist ideologies that students should be encouraged to ask
questions and pose predictions based on background knowledge (Lutheran Education Queensland,
2015). This pedagogical approach triggers students’ curiosity and can be easily incorporated into
Science through hypothesising and asking students to come up with background knowledge
before simply providing them with the answer. These activities are evident in the above lesson
plans through the hypothesis activity before the ‘Food Chain Fiasco’ practical and by leaving the
organism interaction question at the end of Lesson 1 unanswered.
The sequence of teaching has been altered in comparison to the BOS Syllabus (2012) so that a
basis of pedagogical content knowledge can be built before elaborating on these concepts. The
practical is used as a means to maintain interest and engagement in content outcomes.
Engagement is the primary element in the 5 Es Teaching and Learning Model
(PrimaryConnections, 2017). The other elements, such as Explore, Explain, Elaborate and
Evaluate, are all accomplished in different ways in the above lesson plans. The higher order verbs,
including Elaborate and Evaluate, are more directed towards the G&T students through activities,
which enable students to evaluate the practical procedure and suggest any improvements that
could be made. Pedagogical content knowledge is Explored and Explained through independent
research activities and class discussion.
The Australian Curriculum, Assessment and Reporting Authority (ACARA) (2013) highlight Literacy,
Numeracy and ICT capability as priorities that should be developed across all curriculum subjects.
These skills have been incorporated throughout the above three lesson plans to enhance
understanding of the syllabus outcomes. Reading the expectations aloud allows students to work
on reading and articulation, both aspects of Literacy skills. The Think, Pair, Share learning tool
also allows Literacy development through reading and writing. Numeracy was incorporated into
the lesson plans through completing results tables and graphing investigation findings. ICT
capability was mainly fostered through the independent research activity in Lesson 1 and the use
of a YouTube video to enhance understanding of key concepts.
Justification word count: 995 words

References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). General Capabilities
in the Australian Curriculum. ACARA. Retrieved from http://v7-
5.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Overview
Britzman, M.J., Nagelhout, S.E. & Cameron, A.J. (2011). Pursuing a quality life by clarifying our
quality worlds and making need-fulfilling choices. International Journal of Choice Theory and
Reality Therapy, XXXI(1), 1-187. Retrieved from http://www.wglasserinternational.org/wp-
content/uploads/bsk-pdf-manager/24_IJCTRT_FALL2011.PDF
Board of Studies NSW. (2012). Science K-10 Syllabus. Board of Studies NSW.
Camburn, E.M. & Han, S.W. (2015). Infrastructure for teacher reflection and instructional change:
An exploratory study. Journal of Educational Change, 16(4), 511-533. Retrieved from
https://link.springer.com/article/10.1007/s10833-015-9252-6
Department of Education and Training. (2003). Quality teaching in NSW public schools.
Professional Support and Curriculum Directorate. Retrieved from http://www.darcymoore.net/wp-
content/uploads/2012/02/qt_EPSColor.pdf
Emmiyati, N., Rasyid, M.A., Rahman, M.A., Arsyad, A. & Dirawan, G.D. (2014). Multiple
intelligences profiles of junior secondary school students in Indonesia. International Education
Studies, 7(11), 103-110. Retrieved from https://eric.ed.gov/
Gardner, H. & Hatch, T. (1989). Educational implications of the theory of multiple intelligences.
Educational Researcher, 18(8), 4-10. https://doi.org/10.3102/0013189X018008004
Haelermans, C., Ghysels, J. & Prince, F. (2014). Increasing performance by differentiated

teaching? Experimental evidence of student benefits of digital differentiation. British Journal of
Educational Technology, 46(6), 1161-1174. 10.1111/bjet.12209
Haesler, D. (2012). High expectations and student success. Hanover Research. 1-13. Retrieved
from https://danhaesler.com/wp-content/uploads/2015/02/High-Expectations-Mindset.pdf
Lutheran Education Queensland. (2015). Inquiry based learning. Lutheran Education Queensland,
under The Australian Curriculum.
Maker, C.J., Jo, S. & Muammar, O.M. (2008). Development of creativity: The influence of varying
levels of implementation of the DISCOVER curriculum model, a non-traditional pedagogical
approach. Learning and Individual Differences, 18(4), 402-417.
https://doi.org/10.1016/j.lindif.2008.03.003
Pedaste, M., Mäeots, M., Siiman, L.A., de Jong, T., van Riesen, S.A.N., Kamp, E.T., Manoli, C.C.,
Zacharia, Z.C. & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the
inquiry cycle. Educational Research Review, 1(1), 47-61.
https://doi.org/10.1016/j.edurev.2015.02.003
PrimaryConnections. (2017). 5Es Teaching and Learning Model. Australian Academy of Science.
Retrieved from https://primaryconnections.org.au/about/teaching

Sc1a Assessment 1

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Science Lesson Plan 1

KLA: Science Stage of 4 (Year 7) Lesson 60

Knowledge and Living World Working Scientifically Communicating

Highlight any areas addressed within lesson:

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Success Criteria: How this will be measured?

Graduate Standards Evidence within this lesson

Name: __________________ Class: ________________ Date: __________________

2. Draw the animal described above.

Name: __________________ Class: ________________ Date: __________________

Knowledge and Living World Working Scientifically Questioning &

Learning Intentions: Success Criteria:

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Success Criteria: How this will be measured?

Graduate Standards Evidence within this lesson

Name: __________________ Class: ________________ Date: __________________

FOOD CHAIN FIASCO INVESTIGATION

Population numbers for RABBITS:

Population numbers for HAWKS:

Was your hypothesis correct? Why/ Why not?

Knowledge and Living World Working Scientifically Conducting

Learning Intentions: Success Criteria:

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Success Criteria: How this will be measured?

Graduate Standards Evidence within this lesson

Name: __________________ Class: ________________ Date: __________________

FOOD CHAIN FIASCO INVESTIGATION

Population numbers for RABBITS:

Population numbers for HAWKS:

Was your hypothesis correct? Why/ Why not?

Working Scientifically outcomes, such as Communicating, Questioning & Predicting and

Justification word count: 995 words

Haelermans, C., Ghysels, J. & Prince, F. (2014). Increasing performance by differentiated

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