ethical guidelines are followed (ACSIS125, ACSIS140) e. recording observations and measurements accurately, using appropriate units for physical quantities record changes in temperature Exit Slip- Explain how our bodies react to participation in sport. Construct your answer using the GOAL model (template in student worksheet) 3 SC4-14LW SC4-5WS LW3 Multicellular organisms contain systems of organs that out specialised functions that enable them to survive and reproduce. (ACSSU150) e. describe the role of the digestive, circulatory, excretory, skeletal/muscular and respiratory systems in maintaining a as a functioning multicellular organism WS5.2 Students plan first-hand investigations by: a. collaboratively and individually planning a range of investigation types, including fieldwork, experiments, surveys and research (ACSIS125, ACSIS140) Do Now: Suggest ways in which your body produces the energy you need to survive Learning Activities: Do Now Present PowerPoint- Energy Conversions and Cellular Respiration Digestive System Research- Students complete research to answer questions on student worksheet Learning Checkpoint Question the GOAL Model- Explain how the digestive system plays an important role in keeping humans alive and functioning LESSON 8 Lesson Title: Energy and the Digestive System Learning Intention: Explain how the digestive system plays an important role in keeping humans alive and functioning Success Criteria: Explain how the digestive system plays an important role in keeping humans alive and functioning through the use of the GOAL model Describe the chemical reaction that takes place to produce energy for the body Identify the main of the digestive system through labelling and outline their function Define digestion 3 SC4-4WS WS4 Students question and predict by: Do Now: What should be taken into consideration when beginning an exercise program? (think about the LESSON 9. Lesson Title: Project Work
SC4-6WS a functioning multicellular organism WS6 Students conduct investigations by: a. collaboratively and individually conducting a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125, ACSIS140) e. recording observations and measurements accurately, using appropriate units for physical quantities Worksheet- Complete the work sheet on the heart dissection practical blood flow through the body and heart Safely follow a scientific procedure to dissect a heart specimen Identify the various structures of the heart present in a heart specimen 5 SC4-14LW SC4-7WS SC4-4WS LW2 Cells are the basic units of living things and have specialised structures and functions. (ACSSU149) Students: c. outline the role of respiration in providing energy for the activities of cells WS7.1 Students process data and information by: b. using a range of representations to organise data, including graphs, keys, models, diagrams, tables and spreadsheets Do Now: Identify 2 main functions of the respiratory system. Why is the respiratory system important? Learning Activities: Do Now Present PowerPoint- Structure and Function of the respiratory system. Students complete inputs and outputs table, metalanguage and Venn diagram Worksheet- Students complete worksheet in student work book Checkpoint question- why athletes may breathe more when they are exercising LESSON 13 Lesson Title: Respiratory System Learning Intention: Infer why athletes may breathe more when they are exercising Success Criteria: Describe the changes inside the body as they begin to exercise- past ESSA question that can be answered using the GOAL model Describe the body’s oxygen requirements during physical activity Explain the process of breathing a diagram of a respiratory system
WS4 Students question and predict by: b. making predictions based on scientific knowledge and their own observations (ACSIS124, ACSIS139) Exit Question- Students answer past ESSA question; describe the changes inside Jo’s body as she begins to exercise. How would a scientist explain the changes in her body? Define inhalation and exhalation 6-8 SC4-8WS SC4-9WS Students complete both and individual sections of the assessment task during these lessons. ALL assessment work can be found in the Lesson 14-17 Project Work folder. Lesson 14 – 17: Project work. By the end of lesson 16 all project work is complete and put into Portfolio in STEM classes. 8-9 SC4-14LW SC4-16CW LW3 Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce. (ACSSU150) a. identify the materials required by multicellular organisms for the processes of respiration and photosynthesis b. explain that the systems in multicellular organisms work together to provide cell requirements, including gases, nutrients and water, and to remove cell wastes CW4 In a chemical change, new substances are formed, which may have specific properties related to their uses in everyday life. Students: Do Now: Watch the short video and record 3 interesting pieces of information Learning Activities: Do Now Present PowerPoint- body systems and cell structure and function Worksheets- ‘Living things are made of cells’, ‘cells and life processes’ and ‘compare and contrast’. Think!- Why are there so many varieties of shoes, even though they are all designed for people to use while exercising? Processes- Students summarise information on cellular respiration and photosynthesis into a table LESSON 18 and 19 Lesson Title: Cells Learning Intention: Compare plant and animal cells by investigating the life processes they sustain Success Criteria: Identify the chemical reactions which take place in plant and animal cells Identify one structure of a cell and outline its function Outline one way to differentiate between an animal and a cell Identify that living things are made of
9-10 SC4-14LW SC4-5WS LW2 are the basic units of living things and have specialised structures and functions. (ACSSU149) Students: e. distinguish between unicellular and multicellular organisms WS5.2 Students plan first-hand investigations by: a. collaboratively and individually planning a range of investigation types, including fieldwork, experiments, surveys and research (ACSIS125, ACSIS140) Do Now: Why is it important that our body continues to reproduce dead cells? Explain how you think the process occurs Learning Activities: Do Now Poster research- Research activity- Create a poster with the following headings (this will be placed in their portfolio) What is cell division? Explain the difference between Multicellular and unicellular Outline the process of development of a cancer cell How does cancer cells affect the body Poster construction- Students should be reminded to write information in their own words and reference the source of the information Assessment tasks/events: Add research poster to portfolio LESSON 21. Lesson Title: Specialised Cells Learning Intention: Create a poster outlining cancer cell development Success Criteria: Create an informative and appealing poster, appropriate for the community Outline the effect of cancer cells on the body Outline the process of development of a cancer cell Explain the difference between the terms ‘multicellular’ and ‘unicellular’ Define the process of cell division 10 SC4-14LW LW3 Multicellular organisms contain systems of organs that carry out specialised functions that enable them Do Now: Why is it important for us to have a balanced diet? Learning Activities: LESSON 22. Lesson Title: Excretory System
to survive and reproduce. (ACSSU150) e. describe the role of the digestive, circulatory, excretory, skeletal/muscular and respiratory systems in maintaining a human as a functioning multicellular organism Do Now Present PowerPoint- Excretory system and the kidney. Students should label the diagram of the excretory system and the kidney Worksheet- Students complete close passage and questions from student worksheet Healthy eating pyramid and thinking question- Propose how diets would have changed from the 20th to the 21st century Exit Slip- What would be the ideal meal for an athlete to consume before a competition? Learning Intention: Identify the structure and function of the excretory system Success Criteria: Propose how diets would have changed from the 20th to the 21st century Identify the 5 main food groups found in the healthy eating pyramid Label the structure of the excretory system and the kidneys Complete the fill in the blanks work sheet and close reading activity 10 SC4-14LW LW3 Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce. (ACSSU150) e. describe the role of the digestive, circulatory, excretory, skeletal/muscular and respiratory systems in maintaining a human as a functioning multicellular organism Do Now: List the 5 different senses that we require to function. Learning activities: Do Now Think-Pair-Share- Students answer the following questions using the TPS method. Why do you blink when an object approaches your face? Why do you move your hand when you touch something that is burning hot? LESSON 23. Lesson Title: Nervous System Learning Intention: Identify the structure and function of the nervous system Success Criteria: Describe the evident in a of practical activities Identify a reflex action and the reflex arc Identify the central and peripheral nervous system
Present PowerPoint- The Nervous System Worksheet- Fast Control! Practical- Reflexes and Reaction Rate Define lesson metalanguage including nerve, synapse, neuron MATHEMATICS Week Outcome Content Integrated learning experiences Evidence of learning/assessment strategies Register/ Evaluation 1 - 2 MA3-5NA MA3-2WM Create simple financial (ACMNA106) use knowledge of addition and subtraction facts to create a financial plan, such as a budget, eg organise a class celebration on a budget of $60 for all expenses record numerical data in a simple spreadsheet (Communicating) give reasons for selecting, prioritising and deleting items when creating a budget (Communicating, Reasoning) LESSON 1. Budgeting Lesson Activities: Do Now Students use online budgeting tool to analyse and track spending on the RHHSIS Reflection. Lesson Intention: Students use the budgeting tool to analyse their costing for the Rooty Hill High School institute of Sport. 3 - 4 MA4-19SP MA4-3WM Explore the practicalities and implications of obtaining data through sampling using a variety of investigative processes (ACMSP206) LESSON 2. Obtaining data and Analysing Lesson Activities: Do Now Lesson Intention: Students explore various ways of collecting data and the implications of using primary or secondary sources of data.
identify issues that may make it difficult to obtain representative data from either primary or secondary sources discuss constraints that may limit the collection of data or result in unreliable data, eg lack of proximity to the location where data could be collected, lack of access to digital technologies, or cultural sensitivities that may influence the results (Communicating, Reasoning) investigate and question the selection of data used to support a particular viewpoint, eg the selective use of data in product advertising discussion that covers how representative a sample is (Resource 2). Include constraints that limit the collection of data or result in unreliable data, e.g. lack of proximity to the location where data could be collected, lack of access to digital technologies, or cultural sensitivities that may influence the results. Activity that investigates and questions the selection of data used to support a particular viewpoint, e.g. the selective use of data in product advertising. Data from STEM class is analysed and graphed electronically Reflection. Success Criteria: Students analyse data question its validity. Students understand the importance of obtaining representative samples. Students can generate data using a random process. 5 - 10 MA4-13MG Establish the formulas for areas of rectangles, triangles and parallelograms and use these in problem solving (ACMMG159) Investigate the relationship between features of circles, such as the area and the radius; use formulas to solve problems involving area (ACMMG197) Choose appropriate of measurement for volume and convert LESSON 3 – 5. Surface Area and Volume Lesson Activities: Do Now Students Design a water bottle for the GWS Giants with a volume of 750mL Calculating Surface area of their bottle to ensure logo designs will fit Lesson Intention: Students design a bottle with specific volume and different shapes. These will be prototyped on a 3D Printer after analysis done.
MA4-14MG from one unit to another (ACMMG195) Develop the formulas for the volumes of rectangular and triangular prisms and of prisms in general; use formulas to solve problems involving volume (ACMMG198) Calculate the volumes of cylinders and solve related problems (ACMMG217) Students will reflect and analyse these for the coming lessons. Reflection. TAS (ICT) Week Outcome Students about Students learn to Integrated learning experiences Evidence of learning/assessment strategies Register / Evaluation 1 4.1.1, 4.2.1 design processes including analysing needs Methods to generate creative design ideas including mind mapping storming apply a design process when developing quality solutions for each design project use a variety of methods to generate creative design for each design project Present scenario and PBL. Generate, sort, connect, elaborate: map 3 Institute to STEM principles Individual activity – List interests, technology skills, Form groups based on similar interests. Learning intention: Have some understanding of the scenario and the scope for project ideas Success Criteria: Create a list of possible areas of investigation and ICT that can be used to show your investigation. 4.1.1, 4.2.1 design processes including generating creative ideas apply a design process when developing quality solutions for each design project Team members to research the area of investigation. activity: I used to think, now I Learning Intention: Share ideas in progress Success Criteria:
communicating ideas quality solutions for each design project record design processes and decision making in a design folio for each design project. team and share ideas. 4C’s - how do your project support the objectives of the RHHS institute of sport. Plan roles Enter ideas for best solutions in design portfolio. Success Criteria: Show evidence of ideas. Revise ideas if necessary. Document ideas in portfolio. 3 4.3.1, 4.3.2 software tools suitable for selected projects responsible behaviour in working environments select and use software for a specific purpose in a design project select and correctly use the appropriate tools of information technology for a design project select and use techniques appropriate for the purposes of a design project. use tools, materials and techniques in a Outline strategies for working together. How to deal with conflict. Develop ICT skills for project (NOTE: This project uses inquiry based learning where students choose an ICT project to improve sports management, sport development and fitness. Possible ICT skills development for sports management projects may include: graphics editing programs to Learning Intention: Select software programs. Complete tutorials in appropriate software programs. Success Criteria: Develop software skills appropriate for project.
4 - 7 4.1.1, 4.3.1, 4.3.2, 4.6.1 design processes including producing design solutions software tools suitable for selected projects responsible behaviour in working environments ongoing evaluation of design ideas and decisions select and use software for a specific purpose in a design project select and correctly use the appropriate tools of information technology for a design project select and use techniques appropriate for the purposes of a design project. record decision processes and decision making in a design folio for each design project. evaluate during the development of the design solution Work on project (see notes above for scope for inquiry based learning and possible ICT solutions that could support those projects) End of lesson reflection: Alternate between individual SOLO and group reflection. Learning Intention: Begin producing design solution Perform a team evaluation Success Criteria: Show work in progress on design solution Analyse current performance, reflect on progress and understanding, make suggestions for improvement 8 4.1.1, 4.2.1, design processes including record decision processes and decision making in a Work on portfolio – write procedures to demonstrate Learning Intention: Work on design portfolio
design ideas including testing creative design ideas for each project Can we do something better? How? Working on project. Reflect on possible changes to project ideas Success Criteria: Consider alternative may be incorporated into your project design. 4.1.1, 4.3.1, 4.3.2, 4.6.1 design processes including producing design solutions software tools suitable for selected projects responsible behaviour in working environments ongoing evaluation of design ideas and decisions select and use software for a specific purpose in a design project select and correctly use the appropriate tools of information technology for a design project select and use techniques appropriate for the purposes of a design project. record decision processes and decision making in a design folio for each design project. Work on project SOLO at end of lesson - including how I have integrated feedback from previous sessions Learning Intention: Start finalising design solution Perform a team evaluation Success Criteria: Ensure design solution can be completed within required Analyse current performance, reflect on progress and understanding, make suggestions for improvement
evaluate during the development of the design solution 10 4.1.1, 4.3.1, 4.3.2, 4.6.1 design processes including producing design solutions software suitable for selected projects responsible behaviour in working environments ongoing evaluation of design and decisions select and use software for a specific purpose in a design project select and correctly use the appropriate tools of information technology for a design project select and use techniques appropriate for the purposes of a design project. record decision processes and decision making in a design folio for each design project. Work on project. Learning Intention: Start finalising design solution Perform a team evaluation Success Criteria: Ensure design solution can be completed within required time-frame Analyse current performance, reflect on progress and understanding, make suggestions for improvement
evaluate during the development of the design solution 4.6.1 final evaluation considering design process used design solutions reflected on learning evaluate at the completion of the design solution Prepare work for presentation Evaluate project, process, team and individual contribution Learning Intention: Identify aspects of work to include in final STEM presentation Evaluate design solution Success Criteria: Export work into final STEM presentation document Evaluate the project, the process undertaken, team roles and individual contribution