Yr+7+Biological+Science+Program

NUMBER || CONTENT TO BE TAUGHT  || TEXTS/ RESOURCES/WORK SHEETS || ACITIVITIES || KEY QUESTIONS/ OUTCOMES || LITERACY NUMERACY  || TECHNOLOGY || P.122/123 Ws 1 classifying table || Think pair share – write down something alive, now dead, never alive. Share with a friend Talk about what you know about each. Students to classify a number of objects using a table. || How do you know it is alive? Why do scientists classify? Define ORGANISM ||  ||   || Can do an experiment to demonstrate one characteristic (growth response to stimuli) Eg Running race – how do we make it a fair race? Students to make a list “My Organisms” 20? Encourage students to have a variety. (Plants, microscopic, water based etc) Jacaranda 1 p.123 Activity 4b,c,d ||  || Movement respiration stimuli, grow, reproduce, excretion, nutrition. MRSGREN ||  || First investigation – guide students through the skills of planning to keep everything the same and the need for repeats Eg Running race – how do we make it a fair race? Give students some pictures relating to the life processes for plants and animals and students can construct a table “Life Processes” using cut and paste and some writing || Emphasise that respiration and breathing are NOT the same. Explain the difference. What about plants? Do they breathe? (Respiration) ||  ||   || How do we classify. Students to do a classifying exercise – sort some objects with which they are familiar –eg Classify their pencil case || Jacaranda 1 p.124 Introduce dichotomas keys. Give a quiz getting the students to use this dichotomas key. Jacaranda 1 p.125 Class field guide WS2 Science and Enquiry p.99-102
 * LESSON
 * 1/2 || Basic characteristics of living s things. || Jacaranda 1
 * Brainstorm – everything you know of that is alive. Share with whole class. Groups to categorise – what things are common across all categories (eg they all move). **
 * 3/4/5 ||  || Science and Enquiry p.82/83 || Imagine you are a scientist, what characteristics would you use to prove something was alive to a friendly alien who is visiting earth and never seen our living things
 * Yeast and Coke Experiment with balloon to show that yeast eats. ** || Generate the characteristics of all living things. || First investigation – guide students through the skills of planning to keep everything the same and the need for repeats
 * 6 /7 || Characteristics of living things.
 * 8/9 || Classify – what do we mean? Why do scientists classify?

Thinking Science Lesson 6 || ** Carpark – Classifying cars **. ||  ||   ||   || Vertebrate/invertebrates || Jacaranda 1 p. 126 Science Quest 7 p.71/72 || Activity questions 1 and 2 Remember questions 1-7. Feathers/no feathers etc. ||  ||   ||   || Mammals, fish, reptiles, amphibians, birds p.83-85 || Use microscope with camera to show micro organisms and mosquito lavae and mosquitos Could do a group research project on an invertebrate or on insect life in general p.92/93 “Sexual encounters of the floral kind”?? || Look at a variety of leaves and their structures. Look at different types of plants. ||  ||   ||   || P106-107 Jacaranda 1 p.156 Science and Enquiry 110/111 || Students could watch click view “classification systems” || Students understand the system of classifying living things. ||  ||   || Could then eat the mushrooms! ||  ||   ||   || 1 – school (artificial) 2 – a more natural one || Science World p.118/119 Science Quest 7 p.118 Science quest 7 p.120 || Compare the environments. What do the organisms use for food? What are the abiotic and biotic features of each environment? Investigation 4.3 emphasise other abiotic features of an environment Producers/consumers || Science Quest 7 p.122-123 Science and Enquiry 112/113
 * 10. || Classification of animals
 * Fold the Line Reading (in Tribes books) using P72 SQ7. Students answer questions 1-9. ** ||  ||   || Emphasise structure. Discuss how the structures help the animals to survive. ||
 * 11/12 || Classify vertebrates into hair/no hair
 * Animal Triads (Tribes Reaching All book). ** ||  ||
 * 13/14 || Characteristics of each of the 5 vertebrate groups looking at characteristics such as reproduction, body temperature. || Jacaranda 1 p.128 || Jacaranda 1 p.129 activities remember/think
 * Hoofin’ it Game (instructions attached). **
 * Computer Game - [] ** ||  ||   ||   ||
 * 15/16 || Classify invertebrates by structures || Science Quest 7
 * Jigsaw – intro to research (Have attached sheet). ** ||  || ? || ** Choose topic from what learned during jigsaw research. ** ||
 * 17/18 || Micro organisms ||  || Students to watch video on bacteria. Discuss their impact on our everyday lives. Discuss good and bad bacteria. ||   ||   ||   ||
 * 19/20 || Classifying Plants – structures || Science Quest
 * 20/21 || The five or six kingdoms - conventions for the naming of organisms || Science and Enquiry
 * 22 ||  ||   || Students to draw or make a plasticine model of a real or imaginary animal and classify it using the system on p.106 ||   ||   ||   ||
 * 23 || Not plants – algae and fungi || Science Quest p.101 || Mushroom farm?
 * ||  ||   || ** Mid unit test **
 * About week 9?? ** ||  ||   ||   ||
 * 23/24 || Students to examine 2 different environments
 * 23/24 || Students to examine 2 different environments
 * Possible Excursion Activity??? ** ||  || Define terms such as ecology, habitat environment, population, abiotic, biotic community etc ||   ||
 * 25/26 || Construct simple food chains

Energy and Food Chains in Ecosystems media type="custom" key="19670714" || Students construct food chains – can use information from their observations of environments. Bacteria worms fungi || Grow some mould on bread and look at it under microscope set up with camera. Pictures can be taken for students to have in their texts ||  ||   ||   ||   || Introduced species || Science quest 7 p.145 Science Quest 7 p.163 ||  ||   || Research assignment to be negotiated Possible topic – how are we trying to prevent the extinction of different species of animals? ||  || Science Quest p.148 || Click view “on a wing and a prayer” Carnaby’s cockatoo (takes whole lesson) ||  ||   ||   || “Population Management” Saving the Honey bees (24/7) bit long!! ||  ||   ||   || Term 3 about week 4?? ||  ||   ||   ||
 * Introduction to food webs using Spider Web (Tribes Book) and animal cards – students must throw to another organism that they give energy to. So a zebra might throw to a lion for example. Lions then throw back to a decomposer and it starts again until all students have received the wool. ** || Emphasise the role of plants. Arrows show ENERGY flow. ||  ||   ||
 * 27 || Predator/prey relationships || Food webs || In groups students can construct food webs using materials stored by lab techs. ||  || New word wall ||   ||
 * 28 || Role of decomposers
 * 28 || Effect of habitat clearing on food webs ||  ||   ||   ||   ||   ||
 * 29/30 || What would happen if we killed off the insects?
 * 31 || Other problems that affect balance in food webs (climate change) || Science quest 7 p.147
 * ||  ||   || Clickview – maybe?
 * ||  ||   || END UNIT TEST