St. Luke’s Anglican School

Biology Work Program2005

BIOLOGY COURSE OVERVIEW AND ASSESSMENT PLANS

YEAR

SEM

TERM

TEACHING UNIT

HOURS

KEYCONCEPTS

& IDEAS

ASSESSMENTCATEGORY & CONDITIONS TASK U

BIB

EBI

AV

MAN.SKILLSSyllabus p14)

11

1

1

Introductory Biology Cells and Organelles, Cells and Organs, Classification and

Diversity

Aqueous SystemsFreshwater and Marine Systems – Modelling System

including cells and their requirements, organism requirements, food chain/webs, populations and

ecosystems

Field Work – Underwater World – 5 hoursMon Repos Turtle Rookery – 2 hours

28

1 – 5

1,2,3,4,5, 6, 7, 8, 10, 11,12, 13,14,15,16,

20,26

Extended ExperimentInvestigation

Time Allocated: 6 weeksPresentation Format: Powerpoint

(Individual submission)Group Work for Data Collection

Student Ownership: Journal with Check Dates

Model and Scientific Report

(Build and Maintain Aquarium– Scientific

Log Book)

1- 3

1-5

1-4

1-6

1 – 6

2

Agriculture

Traditional, New Farming Practices,Plant Reproduction, Biotechnology and GMOs

Field Work – BSES – 1 hour; DPI – 1 hour; CRC Connected Laboratories – 1 hour; CropTech Excursion – 1 hour

Field Work on School Farm – 4 hours

28

2, 3, 4, 6

1,3,4,5,6,7, 10,11, 12, 13,

14, 15, 17, 18, 20, 21, 23,

26

Extended ExperimentalInvestigation + Written Task

Time Allocated: 6 weeksPresentation Format: Powerpoint

Group WorkStudent Ownership: Journal with

Check Dates

Journal and Scientific Report (Presented as Science Fair Poster or

Powerpoint Presentation) with

Examination

DPI or CRC Project

1- 3

1-5

1-4

1-6

1, 2, 3, 4, 5, 6

2

3

Sports Science

Cells; Skeletal and Muscular Systems;Energy Acquisition and Nutrition; and

Biomechanics and Prosthetics

Field Work – Physiotherapist 0.5 hoursBundaberg Swim Academy – 1 hour

28

1, 2, 5

1,2,3,4,6,7,8,10,11,16,20

Written Task

Time Allocated: 2 x 90 minute examinations plus a 3 weeks

block for the bookletFormat: Examination

Submission of BookletIndividual Work

Student Ownership: Supervised Examination and own data in the

booklet

Supervised Examination and

Biomechanics Booklet

1- 3

1-5

1-4

1-6

1, 2, 5, 6

4 Health

Immune System, Diseases focus on Influenza, AIDS, SARS, Bird Flu, Social

Health, Microbiology and Pathology

Field Work – Bundaberg Hospital and Pathology Lab – 1 hour; Blood Bank – 1 hour

28 1, 2, 3, 5,6

1, 3, 6, 7, 8, 9, 10, 11, 12, 14, 15, 16, 17, 19, 21, 23, 24, 26

Extended Response +Written Task

Allocated: 4 weeks Presentation Format: Optional but

suggested essay or PowerpointSubmission of all notes and

research materialsIndividual Work

Student Ownership: Multiple check-dates, draft submissions

and student interviews

Stimulus Response(Antarctica)

with Collection on Diseases

1- 3

1-5

1-4

1-6

4, 5, 6

12

3

5

Enhancing Performance

Cells and Organ requirements, Circulatory and Respiratory Systems and Homeostasis

Systems Fitness and Failures, The Cutting Edge: Drugs inSports and Sports Psychology

Field Work – Fitness Assessment City Fit Gym 2 hours

28

1, 2, 4, 5

1,2,3,4,6, 7, 8, 10, 11, 16, 20

Extended ExperimentalInvestigation + Written Task

Allocated: 4 weeks Submission of all notes and

research materialsIndividual Work

Student Ownership: Multiple check-dates, draft submissions

and student interviews

Journal and ScientificReport with Examination

1- 3

1-5

1-4

1-5

1, 2, 4, 5

6

Social Genetics

Traditional Genetic including Mendel’s Laws Modern Biotechnology (Biotechnology Australia Online)

and Reproductive TechnologiesGenethics - http://www.genecrc.org/site/lc/lc3cb7.htm

Field Work – CSIRO and CRC – 5 hoursBundaberg IVF – 0.5 hours

28

1, 3, 4, 6

5,16, 17, 18, 21, 22, 23, 24,

26

Extended Response

Allocated: 4 weeksSubmission of all notes and

Research materialsIndividual Work

Student Ownership: Weekly Check dates, draft submissions and Digital Video of Seminar on

DVD

Must be no more than 1500 words and explore both the underlying science and the ethical issues

that arise from a scenario.Prepare a short presentation of no longer than 10 minutes that

illustrates their arguments for and against the scenario.

Extended ResponseEssay and Seminar

Presentation1- 3

1-5

1-4

1-6

4, 5, 6

4

7

Ecotourism

Ecosystems, their strengths and theirfragility; Ecotourism and its impact

Field Work – 8 hours over 2 days

28

3, 4

4, 6, 7,9, 11,12, 13, 14, 15, 16, 20, 21,

26

Extended Response using FieldData Analysis with

Environmental Impact Study

Allocated: 4 weeksSubmission of all notes and

Research materials including Field Data

Individual WorkStudent Ownership: Weekly

Check dates, draft submissions

Multimedia Presentation Power

Point with Oraland Written Task

1- 3

1-5

1-4

1-6

3, 4, 5, 6

8 Evolution and the Primates

Natural Selection, Darwinism, Neo-Darwinism, Evidence for Hominid Evolution

Computer Simulations in Evolution

28 3, 4, 6

7, 9, 11, 12, 14, 15, 16, 19, 20, 21, 22, 23,

24, 25, 26

Written Task

Allocated: 3 weeksSubmission of all notes and

Research materials including an annotated bibliography

Individual WorkStudent Ownership: Weekly

Check dates, draft submissions

An article for Qld Science Teacher

evaluating Internet resources (including

simulations, animations, and

games) on evolution & misconceptions

1- 3

1-5

1-4

1-5

5

ST. LUKE’S ANGLICAN SCHOOL – BIOLOGY STUDENTS PROFILE

Name:

SEM ASSESSMENT TASK

UNDERSTANDING BIOLOGY INVESTIGATING BIOLOGY EVALUATING BIOLOGICAL ISSUESA B C D E A B C D E A B C D E

+ 0 - + 0 - + 0 - + 0 - + 0 - + 0 - + 0 - + 0 - + 0 - + 0 - + 0 - + 0 - + 0 - + 0 - + 0 -

1 Aqueous System (EEI)

Agriculture (EEI + WT)

2 Sport Science (WT)

Health (ER + WT)

MONITORING LOA YR 11 STANDARD YR 11 STANDARD YR 11 STANDARD

3Enhancing Performance (EEI + WT)

Social Genetics (ER Essay)

4

Ecotourism (ER with Field Data Analysis)VERIFICATIONLOA VERIFICATION STANDARD VERIFICATION STANDARD VERIFICATION STANDARD

Evolution and the Primates (WT – Collection and Article)

EXIT LOA EXIT STANDARD EXIT STANDARD EXIT STANDARD

UB IB EBI LOAEnd – Semester 1 ReportingEnd – Semester 2 ReportingEnd – Semester 3 ReportingEXIT

TITLE: Aqueous Systems TIME: 28 hours ST. LUKE’S ANGLICAN SCHOOL(Including Introductory Biology Units on Cells and Classification)

CONTEXT: The freshwater and marine ecosystems are extremely diverse and dynamic systems. Our local community, of Bundaberg, is flanked by a number of water systems from the Burnett and Elliott River systems through to the Woongarra Marine Park. The studies of the inter-relationships that exist are critical for understanding our place within this ecosystem.

KEY CONCEPTS:

1. Cells are the functioning units of all living things2. Multi-cellular organisms are functioning sets of interrelated systems3. Organisms live an interdependent existence in environments to which they are adapted.4. A variety of mechanisms results in continual change at all levels of the natural world.5. There are processes which maintain dynamic equilibrium at all organisational levels

Unit Organisation and Length

KeyIdeas

Learning Experiences and Resources

Student ActivitiesIncluding: Use of research texts, CDs, Practicals, Use of a variety of Technologies, Videos and Excursions

Manipulative Skills

General Objectives UB IB EBI AV

Introductory Biology(3 week)

What are cells?

What are organelles?

Microscopes

1

2

3

Discussion of the meaning of contextuallearning and the responsibilities of eachmember of the class in the learning process.

Powerpoint on the Scientific Method

Students View Brain Pop Animation as an introduction to cellsBrainPop – Health - Cells

Clickview: Inside Cells – cells and their organelles (27 min)

A number of different types of cells are displayed on the data projector to show diversity of function and formMicroscopic Pictures of CellsCells Lab Pictures

Teacher demonstrates correct use of:A monocular microscopeA video microscope and aDigital microscope

Expectations of a Biology Class PowerPoint

How to write a Scientific ReportHow to write and keep a Scientific Journal

Students construct a concept map outlining their current understanding of a cell; its role and its contents (Homework Sheet: Characteristics of Life)

Students view movie and complete worksheet(Homework Sheets: Cell Structures and Organelles; Identifying cell structuresGizmo on Cell Structure - Launch Gizmo

Students use the microscopes to observe and draw a variety of preparedSpecimens under various magnifications(Homework Sheets: Optical Microscopes; Electron Microscopes)

1,5

1 – 3

1 – 6

Fundamentals important to cell functioning

Membranes

Diffusion

Osmosis

Mitosis

Putting the Cell Together

Organisms – how they are constructed “Life’s Hierarchical Order”

Classification

4

5

6

26

Explore the importance of a cellmembrane and the concepts ofdiffusion and osmosis power point

Web Animation Link – Membrane Transport

http://www.stolaf.edu/people/giannini/biological%20anamations.html

Clickview: Keeping it all together: CellMembrane

BrainPop – Science - MitosisGizmo on Cell Division - Launch Gizmo

Model of Cell

Explore the concept of cells-> tissue -> organ -> system -> organism

Explore levels and types of classification

Animation:BrainPop – Science – Six Kingdoms Six Kingdoms Advanced

Clickview: In Focus: Classification livingThings (33mins)

Student complete worksheets on: The Structure of Membranes andThe role of Membranes in cells

PracticalsOsmosis and Diffusion (B)The Structure of a Cell MembraneVernier — Biology — Ex 2 limitations on Cell Size;Ex 4 Diffusion through membranes;Ex 8 The Effect of Alcohol on Biological Membranes;Ex 9 Biological Membranes;Ex 22 OsmosisStudents work in stations to complete at least two practicals in two lessons; then students then must write-up their findings/with appropriate supporting research and present their findings to the class in practical station clusters.

Gizmo on Diffusion – Launch GizmoOsmosis - Launch GizmoStudents view movie and complete worksheet

(Homework Worksheets: Active and Passive Transport; Diffusion; Osmosis and Water Potential; Surface Area and Volume)

Students discuss the importance of cell division as reproduction and/or GrowthStudents complete worksheet on: Mitosis and the Cell Cycle ; Cell Division

Students use the resources on cells and the worksheets on cell types to Construct a model cell (resources: Cell Sizes ; Unicellular Eukaryotes ; Bacterial Cells; Plant Cells; Animal Cells)Students will outline the role of each organelle; including small for their model.

Take notes on the order of construction of organisms using examples to Illustrate - “Life’s Hierarchical Order”.

Students will Compare and Contrast Plant and Animal Cells – Venn DiagramPracticalsMicroscopy of animal and plant cells

Students will view classification as a human interpretation

Students view movie and complete worksheet

Students will divide into six expert groups and prepare a resource to display in the Biology Laboratory - to outline the most important organisms (5) in their kingdom – and explain why they have chosen them.(Resources: 01 Introduction to classification ; 02 Kingdom Monera; 03 kingdom protista; 04 kingdom fungi; 05 overview of kingdom plant07 overview of kingdom animal; 08 invertebrates; 09 vertebrates)

Manipulative Skills

6

1

UB IB 1 – 5

EBI AV 1,2,3

Teacher summation with a PowerpointCompare and contrast the KingdomsPower Point – Classification System

Homework Sheets: The new tree of life ; The Species Concept ; Features of taxonomic groups; Features of the Five Kingdoms ; Classification System ; Classification Keys

PracticalsDichotomous KeysPractice Key MakingUsing practical samples identify the organism using keys provided(Museum Loans – contact Chris Purdie)

Students construct a new concept map outlining their current understanding of a cell; its role and its contents (compare this concept map with your first attempt in week one)

Manipulative Skills

UB IB

EBI AV

Requirements forFreshwaterOrganisms(4 weeks)

Eco-Tank EEI(The water test, waterChanges, observations,Journal notes take Place every second Lesson for each group due to resource restrictions –The lab will be open on Monday lunchtimes as well)

Energy Flow

Nutrient Cycles

Food Chains and Webs

Ecosystems

7, 10, 12, 20, 16, 15, 9

4,13

7,10

12

Teacher outlines the task ahead:An EEI, the criteria for an EEI and the importance of journaling your actions

Demonstrate the establishment of an Eco-tank

Demonstrate the use of water test kits

Teacher sets some background readingWhile working with groups on water tests(Resources: Moffatt et al — An introduction to Marine Studies – Ch15 – Aquariums)

Clickview: Energy in Ecosystems(25 mins)

Teacher uses PowerPoint onNitrogen Cycle to illustrate one of the various factors that are vital in maintaining theEco-tank

Teacher uses animation to introduce:BrainPop – Science – Food Chain

BrainPop – Science - Ecosystem

Gizmo on Food Chain - Launch Gizmo

Ecosystems and Human Influence Overview

Students organise themselves into groups of 3Students set-up Eco-tank base and add water

Students read Chapter 15 Aquariums Booklet and Answer Questions 1 to 18Students work in small groups to learn how to carry out various testsPracticalsBuilding a (SET UP TANKS IN WEEK ONE) Aquarium — “Eco-Tank”Maintain an Aquarium (in small groups); Collect data on Biotic factors and adjust levels as requiredKeep daily record (Scientific Log Book) and Present a Scientific Report on the Project – including risk assessment on all chemicals.

Students view movie and complete worksheet

Students utilise an internet search to investigate the importance of the following factors of aquariums: nitrogen or ammonia levels; temperature; bio-filtration, oxygen levels, carbon dioxide levels, water agitation, waterchanges and any other key factors

(Homework Sheets: 01 Introductory Ecology Terms; 03 Cycles in Nature04 Changes in Nature; Cloze biotic relations; Cloze changes in natureCloze cycles in nature)

Student completes 02 Food Chains and Webs worksheet and Graphic Organiser – 5 level chain – to construct a food chainComplete a Cloze on Food chains and food webs

Student completes worksheet 06 and 07 Organism, Populations questions and answers and Cloze on populations

Graphic Organiser – Cause and Effect – Chain – changes in biotic factor on ecosystem or Multiple cause and effects – GO.4.12

1-6

6

1 – 3 1-5

1 – 6

Requirements forMarine Organisms(2 Weeks)

Students as Teachers

Underwater World

Population Pressures

Fishing IndustryPracticing the Evaluating BiologicalIssues generalobjective

6

11

15

14

Pictionary Ecology game in small groups

Identify key structures of a fish

Cross-age tutoring to explain the youngerStudents the structure of a fish

Excursion to Underwater World

Resource booklet on Population

Gizmos on Rabbit Population by Season- Launch Gizmo

Clickview: Fish Sustainability (23 mins)Teacher Notes(Contact: Queensland Women’s Industry Network – Seafood Community – Margaret Stevenson Secretary)

Guest Speaker:Professional FishermanComment on critically the impactof the zone regulations on thefish industryDiscriminate fact from opinion

PracticalsFish Dissection – students use resources on Fish Internal Structures; Fish External Structures ; Virtual Fish Dissection to assist them.

Students to demonstrate their dissection skills and understanding to a Primary or Middle school class.

Video and Computer Program ResourcesHumane Education Loan ProgramProgram Dissection works V 3.0.1Video Dog Fish - Vertebrate Dissection Guide

Underwater World Excursion – Student principle aim is to investigate how the aquariums are maintained; how they are oxygenated; is the temperature of the water important; how much food and why; is algae a problem together with the traditional tour on classification and adaptation questions. ( Vertebrates, Identifying Fishes, Fishes with Special Adaptations, Adaptations of Fishes, Territorial Behaviour of Fishes, Symbiosis Communities.)Students must complete the above activities in small each group and these findings can be added to your journal.

Students complete population booklet – while rotating through small groups for data collection of Eco-tanks.

Features of Populations; Density and Distribution; Population RegulationPopulation Growth; Population Growth Curves; Growth in a bacterial population Population Age Structure; Species Interactions; Predator-prey StrategiesPredator-prey Interaction

QCS 2004 Short Response Paper 3 - Unit Two Practical on Species Interaction

Student Worksheets: Ecological Impacts of Fishing; Fisheries Management

Students conduct internet research and then use a Graphic Organiser – PMI or T-chart on the New Zoning arrangements forProfessional and amateur fishers

Discussion on the Pros and Cons of the Fishing Industry and the New Zoning arrangements.FishWeb (DPI)

Writing on Demand Activity:Students must write 400 words stating the strengths, possibilities and Difficulties relating to the fishing industry at the present time.

Manipulative Skills

2, 4, 5

UB 1 – 3

IB 1 – 5

EBI 1 – 4

AV 1 – 6

TITLE: Agriculture TIME: 28 hours ST. LUKE’S ANGLICAN SCHOOL

CONTEXT: What are the ideal conditions for plant growth? What are the goals of current farming practices? What are the side effects of these practices and are there alternatives? What is the future of the Australian Agricultural Industry?

KEY CONCEPTS:2. Multi-cellular organisms are functioning sets of interrelated systems.3. Organisms live an interdependent existence in environments to which they are adapted.4. A variety of mechanisms result in continual change at all levels of the natural world.6. There are mechanisms by which characteristics of individuals in one generation are passed on to the next generation.

Unit Organisation

Key Ideas

Learning Experiences; Resources and CCEs

Student Activities Manipulative Skills

General ObjectivesUB IB EBI AV

Question?What factors effect the growth of plants?(assignment work through-out unit – at least 10 mins. Per lesson)

671021201626

Criteria sheet and Project overview package:The BSES, DPI and CRC together with CROPTECH and other industry are supporting student learning and teacher resources in a variety of ways – this contextual approach will allow for individual student projects or group activities

What factors effect the growth of plants? A Journal outlining each Practical and supportive

notesA Scientific Report detailing your experimentations with one factor or a combination of factors effecting plant growth e.g. Insects and Mungbeans; Sugar Cane Research

2-6 1-3 1-5 1-4 1-6

Plant Physiology(2 weeks)

3

6

7

The basics in plant structures will be investigated through text and practical work using collaborative measures.

Overview on Plants Structures with the class

Resources on ComputerPowerpointsRootsTranspirationConcept Map on Transport in PlantsWeb Animations

Student will devise a concept map outlining the requirements of plants. The map will then go through a think;pair;share.

Students will complete the Plants as Producers; Support in PlantsLeaf Structure; Stem Structure; Xylem and Phloem; Root Structure; Uptake in the root; Gas exchange in Plants; Gas exchange and stomata; Transpiration; TranslocationGraphic Organiser – star/concept map on plant structure and functionStudents to use powerpoint resources from their CD together with clickview research and their auxiliary class texts to go through their worksheets in groups of three. Each group of three will be the expert group and it is their responsibility to explain to the class their concept in 5-10 minutes.

1-3 1-5 1-3

CD PracticalsPlant Structure PracExamination of Plant TissuesPlant Stems and RootsXylemStomata and Determining the density of stomataLeaf Structure and TranspirationWater Loss by two species of plants or Rate of TranspirationOrBiology with Calculators – Ex 10 - Transpiration

All students to write up Transpiration experiment as a formal scientific report using both primary research and secondary supporting research

Extension Work CD03 plant_physiology_questions04 plant_physiology_answers

Manipulative Skills

1 2 6

UB

1-3

IB

1-5

EBI AV

1-3

Photosynthesis(2 weeks)

4671012

Photosynthesis

BrainPop – Science - Photosynthesis

Concept Map on Photosynthesis

Web Animation LinkPhotosynthesisLight DependentLight IndependentAnimationTest

Students will use clickview as the springboard for this unit: ClickviewTeacher will have set-up a variety of practical in preparation for this week. A concept map on Photosynthesis will be discussed during the clickview presentation.

ClickView – In Focus: Plants, Light and Water (26 minutes)And worksheet

BiozonePhotosynthesis; Pigments and light absorption; The biochemistry of photosynthesis; Photosynthetic rate; Adaptations for Photosynthesis; CD - Diagtest_photosynthesis

Practicals on CDConditions for PhotosynthesisSeparation of Chloroplast Pigments (Chromatography prac)RespirationBiology with Calculators – Ex 7 – PhotosynthesisOr Ex 31 Photosynthesis and Respiration

Science Interactives – Exploring ScienceGizmo on Photosynthesis Activity A - Launch GizmoAnd Activity B - Launch Gizmo

4,6 1-3 1-5 1-4

Reproduction(2 weeks)

5617

Teacher will demonstrate a flower dissection.

Brainpop.comScience - Plant GrowthScience - Plant Pollination

Excursion to Investigate Plant Tissue Culture industries in Bundaberg District.

Aust chilli Excursion

Bundaberg City CouncilBotanical Gardens WorkshopCuttings and Hormones(Contact: Ken Sinnamon)

Students will dissect a flower and examine the structure within using the digital microscope. The saved images will then be displayed and labelled as a powerpoint. The best resource will be placed on the support CD for the next year.

The concept of pollination and fertilization will be investigated using the brainpop resource on plant pollination as a springboard to discuss the topic.The Biozone worksheets will be utilized to investigate:The Structure of flowers; Pollination and Fertilization; FruitsSeed Structure and Germination; Flowering and DormancyPlant PropagationStudents will observe a variety of different types of fruit and together with some powerpoint resources from the CD the students will identify the various parts of the fruiting body

Clickview: How a plant works: sections on pollen and eggs and pollination

Student will conduct a Plant Tissue Culture practical.

CD Questions03 plant reproduction06 plant_reproduction_questions07 plant_reproduction_answers

Other optional practicals:CD PracticalsFloral Structure; Monocots and Dicots; Enzyme Action in Germinating Seeds; Reproduction in Angiosperms

Manipulative Skills

6

2,6

UB

1-3

IB

1-5

EBI AV

1-4

Traditional Practices and current concerns(2 weeks) 10

11121320

Teacher will outline the learning experiences in this task. The Resources:Clickview Topics:Biosphere cycles (23 mins)In Focus – Environmental Issues in Food Production (31 minutes) + Worksheet

PowerpointsFertilizersPesticidesSoilHormonesIntensive Farming PracticesGrowth Responses

Web Animation LinkPlants in Motion (required QuickTime)

Students will select one of the topic listed below and evaluate this biological issue in the light of traditional practices, current practices and possible future directions in this area:Plant ProductivityPlant Mineral NutritionAgricultural EcosystemsPesticides and BioaccumulationSoil DegradationPlant responsesInvestigating PhototropismInvestigating GeotropismPlant RhythmsAuxins, gibberellins and ABAInvestigating GravitropismGraphic Organiser – Star on Plant TropismsIntegrated Pest Management and Agricultural Arable FarmingBiological ControlGMO’sGM PlantsThe ethics of GMO technology

Students will present their research to the class after 5 lessons; must be presented as 3 laminated posters that are free standing. A two to three oral (palm cards – if required) to explain their topic; questions will be asks by the audience

Extra CD Resources (if required)Cloze_plant_tropismsDiagtest_plant_tropisms

Optional CD PracticalsEffects of Minerals on Plant GrowthSensitivity of Shoots to LightHormonal Influence on Growth (Question 2 pertain to plant growth – Questions and Answers)

Science Interactives – Exploring ScienceGizmos – Seed Germination - Launch GizmoPollination – Launch Gizmo

6

4,5,6

1-3 1-5 1-4 1-6

New Farming Practices(1 week)

12142615182123

Excursions To investigate current research at the DPI; at CROPTECH and at the BSES. With particular reference to new farming practices and new technologies.CROPTEC (resource CD)

Students will complete worksheets in Biozone on IPM; Biological Control, GMOs, GM Plants and the ethics of GM

The Biotechnology Australia Online Resource will be utilised here to open a class debate.Video 47 – Genetically Modified FoodClickView: Reading Food Labels – GM Foods 1:06 to 3:44 minsGene Tech Tapes Part 5 (24 mins) Graphic Organiser – PMI on GMOs

Manipulative Skills

UB1-3

IB1-5

EBI1-4

AV1-6

TITLE: Sports Science TIME: 28 hours ST. LUKE’S ANGLICAN SCHOOL

CONTEXT: The Australian psyche has involved the notion of fitness for over 100 years now and the professional age of sport has compounded this notion still further. Sport and the science of sport have become major areas of interest in this era and schools to a certain degree promote the importance of physical education and fitness for life. With this in mind, the study of the Science of Sport will help the student understand and appreciate what lies beneath a sporting performance both at a microscopic and a macroscopic level.

KEY CONCEPTS:

1. Cells are the functioning units of all living things2. Multi-cellular organisms are functioning sets of interrelated systems5. There are processes which maintain dynamic equilibrium at all organisational levels

Unit Organisation and Length

Key Ideas

Learning Experiences; Resources and CCEs

Student ActivitiesIncluding: Use of research texts, CDs, Practicals, Use of a

Variety of Technologies, Videos and Excursions

Manipulative Skills

General ObjectivesUB IB EBI AV

Specialisation of Cells(1 week)

Biological Molecules(1 week)

12

3

4

IntroductionCellsBrainPop – Health - Cells BrainPop – Science - Cell StructuresOrganelles – MitochondrionBrainPop – Science – Cell Specialisation

Cell Types – Bone and Muscle cells

Teacher will outline the importance of Biological Molecules in The Chemistry of LifePowerpoint ResourcesMacromolecules Tutorialhttp://www.whfreeman.com/thelifewire6e/con_index.htm?03

Powerpoint on EnzymesWeb Animal Link Enzyme Substrate ReactionEnzyme Catalysis http://www.whfreeman.com/

Students review Brainpop resources as revision on cell structures and cellular diversity

Student will investigate various cell types using the digital microscopes including bones and muscles cells

PracticalsInvestigate Bone and Muscle cells using MicroscopyVernier – Biology - Ex 11A/B/C Cell Respiration

Students in pairs will complete a variety of worksheets using various resources (including clickview: the Nutrients, the Basics (35 mins) and worksheet; and Characteristic and Properties of Food Part 2 (24 mins) and Worksheet; ; the class texts; and CD powerpoints)BiozoneBiological Molecules; Carbohydrates; Lipids; Amino acids; ProteinsPracticals: Biochemical testsGraphic Organiser – star – on Biological Molecules and their functionsEnzymes; Enzyme reaction ratesGraphic Organiser – concept map on rates of reactions including theory of collision, temp, concentrations, pH and enzymes

1,5

1-3 1-5 2,3

thelifewire6e/con_index.htm?06Energy Acquisition and Nutrition(4 weeks total)

Digestion(1 week)

Nutrition(1 week)

Own Nutrition(1/2 week)

4

78

10

The Teacher will open the unit with the following questions:What is energy? Why is it needed? How is it obtained by heterotrophs? Determine through experimentation the energy levels of particular foods.Develop an understanding that humans are omnivores.

Introduction to digestionBrainPop - DigestionBrainPop – Digestive SystemPowerpoint on Digestion

DissectionsVirtual Resourceshttp://froggy.lbl.gov/cgi-bin/dissect

http://www.umanitoba.ca/faculties/science/biological_sciences/lab15/

Teacher will demonstrate a dissection of a pig’s digestive system, and students will help to identify various organs

Concept Map on relationship between Chemical and Mechanical digestion

Web Animation and TutorialDigestive SystemInsulin and Glucose Regulation

Clickview Resources:Food Facts and Myths (15mins) + worksheetChecking out fast food (20mins) Section 7 and 8Body Systems – the digestive system – section 6 and 7Nutrients and their actions

BrainPop – Health - Nutrition

Invite a guest speaker – Nutritionist or GP to discuss diet and its impacts for growth in the adolescent yearsNutritionists Powerpoint

Students will view both Brainpop and powerpoint resources and then conduct research on organ structures and function with reference also to rat anatomy.

Two dissections:Students conduct a rat dissection removing organs of interest, labelling them and writing an outline relating to their function.

Students will also conduct a virtual dissection

Digestion e-sourcehttp://www.schoolscience.co.uk/content/4/biology/abpi/digestion/index.htmlThere are 8 pages in this electronic resource (e-source):

What's in food? Why digest? Major food groups Micronutrients Stages in digestion The digestive system Digestive disorders and their treatment Quiz

Students will review their answers using the web and class tutorial session

Students are to complete the worksheets: A balanced diet; Deficiency diseasesDietary disorders

Students will prepare an analysis of nutrient content in food eaten over one week to determine whether it constitutes a balanced diet. Suggest improvements in their diet and present an evaluation of the effects on the body if the diet is unbalanced.ClickView: Adolescence: Nutrition through the life span (23mins) + worksheetStudents will highlight items of interest within topics from the list below

http://www.ais.org.au/nutrition/FuelFactSheets.asphttp://www.ais.org.au/nutrition/HotTopics.asphttp://www.ais.org.au/nutrition/SuppFactSheets.asp

2

UB

1-3

IB

1-5

EBI

1-4

AV

1-5

Sports Nutrition(1/2 week)

Energy Systems(1 week)

4101620

Teacher will outline using a concept map the role and function of cellular respiration in energy production

Investigate the functioning and importance of the Energy Systems

Concept Map on Cellular Respiration

Clickview: Sport and Nutrition 29 mins + worksheetFactors affecting performance – nutrition and sport (31 minutes)

Students will watch clickview on energyAll Systems Go: Energy Systems of the Body (30 mins) and complete the worksheet; this will be completed as a class

In pairs students will complete the worksheets below: Cellular respiration; The biochemistry of respiration; Anaerobic pathways

Student conduct Practicals on nutrition concepts to consolidate theory and build laboratory skillsVernier – Biology – Ex 1 Energy in FoodEx 6A/B Enzyme Action – Testing Catalase ActivityEx 16 Effect of Temperature on RespirationEx 17 Aerobic RespirationDigestion of Starch and Protein Digestion

Science Interactive – Exploring Science

Gizmos on Identifying Nutrients - Launch Gizmo

6

Skeletal System(1 week)

6 Investigate the function of the bones in the bodyConcept Map on SupportBrainPop – Health – Muscles and the Skeleton

Powerpoint on Protection, Support and Locomotion Systems

Web Animation and TutorialMolecular Mechanism of Muscle Contraction

http://www.northarundel.com/aniplayer/

Video 119 – Body Atlas Series – Muscle and Bone (25 mins) orVideo 147 – Vital Systems – Movements (15 mins)

Practical Dissection of a Cane Toad or Virtual Dissection (do the demo for free)Focus on Skeleton, Muscles; Dissection of Bone

Students write a summary on the mechanism of muscular contraction

Manipulative Skills

2

UB

1-3

IB

3,4,5

EBI

1-4

AV

1-5

Biomechanics(4 week)Including prosthetics

16671011

Excursion to Physiotherapist (overview of biomechanics)

Excursion to Bundaberg Swimming Academy to outline specific biomechanics of various strokesExcursion to Bargara Golf Club – Biomechanics of GolfTeacher facilitates module activities

Click View:Biomechanics (25 mins) and worksheetHitting the Ball: Biomechanics (25 mins) + Teacher NotesThe Biomechanics of throwing

Biomechanics – a science module for senior secondary studentsStudents conduct various experiments in moduleResearch and report to class (research folder) 6

1-3 1-5 1-4 1-5

TITLE: Health TIME: 28 hours ST. LUKE’S ANGLICAN SCHOOL

CONTEXT: Personal Health and awareness of community health issues have always been an important part of society. The Health Unit is designed to prepare students to obtain, interpret, and understand basic health information and services and to competently use the information and services to enhance personal health. It focuses on Human Pathogens and parasites, the immune system, and social health.

KEY CONCEPTS:1. Cells are the functioning units of all living things.2. Multi-cellular organisms are functioning sets of interrelated systems.3. Organisms live an interdependent existence in environments to which they are adapted.5. There are processes which maintain dynamic equilibrium at all organisational levels.6. There are mechanisms by which characteristics of individuals in one generation are passed on to the next generation.

Unit Organisation

Key Ideas

Learning Experiences; Resources and CCEs

Student Activities Manipulative Skills

General ObjectivesUB IB EBI AV

Human Pathogens and Parasites(Microbiology, Bacteriology and Pathology)

(2 weeks)139

1516172326

Video 141 – Behind the News Special – Health (15 mins) – Good Introduction for Discussion

BrainPopBacteriaViruses

PowerpointCD – Powerpoint/Health Bacteria and Virus

Student brainstorm their ideas on Pathogens and the Immune system

Student watch Clickview on Introducing pathogens (35 mins) and complete the worksheet

Infectious Disease and their treatment e-sourcehttp://www.schoolscience.co.uk/content/4/biology/abpi/diseases/index.html

There are 10 sections in this electronic resource (e-source): 1. Introduction 2. Pathogens cause disease 3. Immunity 4. A bacterial disease - Meningitis 5. A fungal disease - Candidiasis 6. A viral disease - SARS 7. A protozoic disease - Malaria 8. Modern medicines of the world 9. Appendix of diseases 10. Quiz

Biozone worksheet will be completed in pairs using resource text to support your research: Infection and Disease; Transmission of Disease; Patterns of Disease ; Bacterial Diseases ; Foodborne Diseases; Fungal Diseases; Protozoan Diseases; Viral DiseasesGraphic Organiser – Star/Concept Map on Entry Portals to the Body

PracticalsTechniques for microbiologyMicro-organisms around us

1-3 1-5 1 1-3

Koch’s postulatesCulturing BacteriaCulturing Bacteria in different media

CD – Biological Animations – Health – Streak method of agar plates - macromediaExploring Science Interactive

Gizmo – Disease Spread - Launch Gizmo

Gizmo – Virus Lifecycle - Launch Gizmo

4,5

The Immune System

(2 weeks)

6-8, 10, 11 Teacher presents brainpop on the immune system and advance immune.

Guest SpeakerGeneral Practitioner – to discuss the body’s defensive mechanismsImmunology Web Sitehttp://www.biology.arizona.edu/immunology/immunology.html

Web Linkhttp://www.cancerresearch.org/immunology/imdefenseadhum.html

http://www.cancerresearch.org/immunology/imdefenseadcell.html

http://www.northarundel.com/aniplayer/

Students construct a glossary on new terms during brainpop and improve on their definitions during this unit.

Students to complete worksheets on Biozone: The Body’s Defences; Target for Defence; The Action of PhagocytesInflammation; Fever; The Lymphatic SystemAcquired Immunity; The Immune System; Antibodies

Human Immune System e-sourcehttp://www.schoolscience.co.uk/content/4/biology/abpi/immune/index.htmlThere are 11 pages in this electronic resource (e-source):

1. Introduction 2. Pathogens and disease 3. Barriers to infection 4. Acquired immunity 5. Immunisation 6. Medicines and the immune system 7. Vaccinations in the UK 8. Antibiotics 9. Immune system causes problems 10. HIV/AIDS 11. Quiz

Students watch clickview on Battle Scars: An overview of our defence against disease (30mins)Graphic Organiser – cause and effect – the actions of the immune system due to a variety of threats Graphic Organiser – Comparison and Contrast – on the humoral and cell mediated responses of the immune systemUse the Web Link to support your task

CD – Biological Animations – Health – HIV gifCD – Powerpoints – Health – Immune System

UB

1-3

IB

1-5

EBI

2,3

AV

1-3

Social Health

(2 weeks)

1415

The Blood Bank Excursion(Australian Red Cross Web Link)

Biozone worksheets on Blood Group Antigens; Blood Clotting and DefenceGraphic Organiser – Decision Making – Giving Blood

Students complete worksheets on The role of health statistics; The control of

Manipulative Skills

UB

1-3

IB

1-5

EBI

1-4

AV

1-4

1924

Friendlies Hospital Excursion

The Rise of Antibiotic Resistance Web Link

http://www.hhmi.org/biointeractive/Antibiotics_Attack/frameset.html

Resources:AIDS PowerpointCD – Powerpoints –Biotechnology Aust. Online – Resources – Interactives – Bird FluBrainpop on AIDS, SARS, Avian Fluhttp://www.biotechnologyonline.gov.au/popups/int_birdflu.cfm

HIV Resourcehttp://www.thebody.com/sitemap.html

Disease; Antimicrobial Drugs before excursion.The aim of the excursion is to examine the hospital measures with respect to disease isolation and control

Student conduct practical using Biotechnology Online Resource – Biotechnology – Human Uses – Antibiotics (practical)

PracticalsModelling antibodies and their effectsThe effect of antibiotics on bacterial growthThe effects of disinfectants or antisepticsThe effect of heat on micro-organisms

Clickview:Superbugs: a case study of natural selection (20 mins) + worksheetThe Rising Threat of Infection Disease (30 mins)

Clickview: Confronting Epidemics: 3 case studies (22 mins) + worksheetsStudents are to choose one of the following topics to investigate: AIDS, SARS, Avian FluSARS e-source: http://www.schoolscience.co.uk/content/4/biology/abpi/diseases/disease7.html

Movie: DVD – Virus or OutbreakHIV – a global challengehttp://www.schoolscience.co.uk/content/5/biology/mrc/hiv/page1.html

46

Health Enhancing Decisions

(1 week)

10 14 ImmunizationBrainpop resource on Flu and Flu VaccineClickview: The last plague Section 8 (5:30 mins)

Students view the flu and vaccine resource as a class, and then complete worksheets on Immunization, Types of Vaccines

Students view vaccine research Engineering Antibodieshttp://www.schoolscience.co.uk/content/5/biology/mrc/4/page1.html

Manipulative Skills

UB

1-3

IB

1-5

EBI

1-4

AV

1-6

Antarctic Death(3 weeks)

9101215161726

Set Up the Scene for the assignment on Antarctic DeathResources available:Computers in each labJournalsResource CentrePathology Texts

http://www.nlm.nih.gov/medlineplus/tutorials.html

Antarctic Death Assignment Part One and Part TwoGraphic Organiser – Matrix table for each disease, symptoms, signs, incubation period, vectors involved and other important indicators + one page on each diseases/treatments/additives.Students must collate information on each of the diseases/treatments/additives outlined and use their new understanding of disease to evaluate the document and to form a conclusion on causes of death for each sailor (300-400 words).

Manipulative Skills

UB

1-3

IB

1-5

EBI

1-4

AV

1-6

TITLE: Enhancing Performance TIME: 28 hours ST. LUKE’S ANGLICAN SCHOOL

CONTEXT: Humans are always striving to enhance their performance. Whether it is in general health and well being, which is a massive industry in itself, or on the elite sporting arena? This unit examines some of the ways in which students can monitor their own health in the areas of cardio-respiratory fitness to designing a fitness program for a particular sport.

KEY CONCEPTS:1. Cells are the functioning units of all living things2. Multi-cellular organisms are functioning sets of interrelated systems4. A variety of mechanisms results in continual change at all levels of the natural world5. There are processes which maintain dynamic equilibrium at all organisational levels

Unit Organisation and Length

Key Ideas

Learning Experiences; Resources and CCEs

Student ActivitiesIncluding: Use of research texts, CDs, Practicals, Use of a

Variety of Technologies, Videos and Excursions

Manipulative Skills

General ObjectivesUB IB EBI AV

Cells and Organ Systems(1 lesson)

123

Explore the idea that each level of biological structure builds on the level below it: organelles ->cells -> tissues -> organs -> systems -> functional organism

Students use Microscope to investigate heart and lung tissue; dissection of pluck; inflation of lungs

1 1

Circulatory System(1 week)Systems Fitness and Failures

467101116

Resources:Brainpop on Circulatory System

Gather information on the normal functioning human circulatory system relating structure to function

Research, explain and discuss several common failures of the circulatory system and relate these to lifestyle or other causes.CD Biological Animations File: Heart Animation and Heart Pathwayhttp://www.northarundel.com/aniplayer/

Use brainpop to introduce the unit and allow for discussion to prior knowledge.Clickview: Body Systems – Section 3 on Circulatory and Heart (7 mins)

Concept Map in Circulatory System (CD-Biological Animations E and P)The Heart and Circulation e-sourcehttp://www.schoolscience.co.uk/content/4/biology/abpi/heart/index.htmlThere are 6 sections (and a quiz) in this electronic resource (e-source):

1. The body's transport system 2. Blood pressure 3. Heart structure and action 4. Supply and demand 5. Heart risks 6. Modern medicines 7. Quiz

Practical Students are to complete this web task and observe the animation files prior to completing a bullock’s heart dissection

2

1-3 2,3 1

Respiratory System(1 week)Systems Fitness and

467

Gather information on the normal functioning human respiratory system

Clickview: Body Systems – Section 5 on Respiratory System (4:01 mins)1-3 2 1

Failures 101116

relating structure to function

Research, explain and discuss several common failures of the respiratory system and relate these to lifestyle or other causes

http://www.northarundel.com/aniplayer/

Breathing and Asthma e-sourcehttp://www.schoolscience.co.uk/content/4/biology/abpi/asthma/index.htmlThere are 8 pages in this electronic resource (e-source):

1. Gas exchange 2. The respiratory system 3. Breathing 4. Asthma 5. Treating asthma 6. Artificial lung 7. Quiz

Practical: Students are to complete this web task and observe the animation files prior to completing a lamb’s lung inflation and dissection.

Respiratory Practicals2,5

Homeostasis(1 week)

81020

Recognize the significance of homeostasis to the viability of humans, given the definition of homeostasis

CD – Powerpoint on Temperature Regulation

CD – Biological Animations – E and P – Homeostasis temperature flow chart gif

Homeostasis General Principles:http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=9&quicklearn_id=1&subject_id=3&ebt=75&ebn=&ebs=&ebl=&elc=13

Students will evaluate the following website and perform a PMI on each; concluding which site explains homeostasis the best and why?Temperature Control Example:http://www.s-cool.co.uk/topic_quicklearn.asp?loc=ql&topic_id=9&quicklearn_id=2&subject_id=3&ebt=75&ebn=&ebs=&ebl=&elc=13

http://www3.fhs.usyd.edu.au/bio/homeostasis/Temp_Control_System.htm

http://fog.ccsf.cc.ca.us/~mmalacho/physio/oll/Lesson1/hstasis.html#toc2

Students may also conduct their own searches.

1-3

What is Fitness?(1 week)

http://www.northarundel.com/aniplayer/

Clickview:What is Physical Fitness? Aust. Fitness Series (20 mins) + worksheetPrinciples of Training for Fitness (33 mins) + worksheetCharacteristics of Fitness Programs

Excursion: Fitness Assessment City Fit GymVOxygen Test on Tread Mill and Body Composition TestBeep Test – What does it measure? How often? Tracking fitness.

4,5,6 2,3 1,2

Enhancing PerformanceFitness for your sport(4 weeks)

16 Resources:Improving Physiological Capacity for Physical Activity

Students will select a sport (Commonwealth or Olympic) and conduct an EEI relating to enhancing performance within that sport.Clickview Resources on Basketball, Netball, Tennis and Football

Video 143 – Science of Sport: Science improving Sporting Performance (45 mins)

4,5,6 2,3 1-5 3,4 3

Ethics, Issues and Concerns in Enhancing Performance(1 week)

6,710, 14

Teacher will introduce some of the ethical issues relating to sports science

ClickView: On the Juice: the problems of drugs in sport (27 mins) + worksheetIndividual Differences: Gender, Training and Performance (25mins) + worksheetPushing the Limits in Athletic performance (31 mins) + worksheet

2,3 1-4 4,5

Title: Social Genetics TIME: 28 hours ST. LUKE’S ANGLICAN SCHOOL

CONTEXT: Biotechnology is a broad term generally used to describe the use of biology in industrial processes such as agriculture, brewing and drug development. The term also refers to the production of genetically modified organisms and the manufacture of products from them. Much of the newer activity in biotechnology involves directly modifying the genetic material of living things. This interest in biotechnology has had a profound effect of the general population in a variety of ways and this unit is designed to investigate concepts such as traditional genetics, modern biotechnology, tissue culture, genetic engineering, forensics and DNA identification, cloning, gene therapy, GMOs, stem cell research and the ethical concerns of some of this issues.

KEY CONCEPTS:1. Cells are the functioning units of all living things.3. Organisms live an interdependent existence in environments to which they are adapted.4. A variety of mechanisms result in continual change at all levels of the natural world.6. There are mechanisms by which characteristics of individuals in one generation are passed on to the next generation.

Unit Organisation

Key Ideas

Learning Experiences;

Resources and CCEs

Student Activities Manipulative Skills General Objectives

UB IB EBI AV

What is Biotechnology?(1 ½ weeks)

5

Teacher outlines assessment for this unit.

Prompts discussion of Biotechnology with Cards

Teacher demonstrates Practical Skills required

Teacher outlines the Aust. Governments position on Biotechnology – BA’s Biofacts – Biotechnology Australia Fact sheet Number 1 – What is Biotechnology?

Introduction to TopicAssessment Discussion – Extended Response Essay and Seminar Presentation – students will have time to work on this task through-out the term.

Definition of Biotechnology Prompt cards of Biotechnology (Think/Pair/Share)

Worksheet 1 – Review of definitions of BiotechnologyHandout 1 – Definitions of Biotechnology

Traditional v ModernTask Cards of Biotechnology Timeline (Whole Class Activity)(Laminated Cards)

Practical Using Biotechnology to make Yoghurt (BA Online)

Students use both the internet, clickview and the software packages (DNA Interactive, BA Online) to make a list of the uses of Biotechnology.

4-6

12

345

1,2

DNA Basics and Tissue Culture(1 ½ weeks)

18

22

17

Teacher questions class to gather their understanding of cellular basics such as structure and function(as a concept map)

DNA Structure

DNA Interactive DVD units covering (runs on school system):DNA moleculeDNA in actionGenetics to genomicsHuman GeneticsEthics and ImplicationsReflecting on Science

Clickview Video: Discovering DNA and Worksheet

Teacher demonstrates skills as required

Powerpoint of each phase in following:DNA replicationTranscriptionTranslationProtein Synthesis(Clickview on Discovering DNA)

Plant Tissue Culture

Students use the Internet to review some cellular basicsCell StructureCell Basics GIF Animationhttp://gslc.genetics.utah.edu/units/basics/cell/index.cfm

Students investigate the structure of DNA through a variety of sources:DNA GIF Animationhttp://gslc.genetics.utah.edu/units/basics/tour/

Students view movie and complete worksheet

Biotechnology Online: DNA zoom interactiveBuild a DNA modelhttp://gslc.genetics.utah.edu/units/basics/builddna/

PracticalsExtracting DNA in your kitchen worksheetHow to Extract DNA from anything living(http://gslc.genetics.utah.edu/units/activities/extraction/

Transcription, Translation and Protein Synthesis InteractivesTranslation GIF Animationhttp://gslc.genetics.utah.edu/units/basics/transcribe/(BA Online – interactives – Transcription, Translation and Protein Synthesis)

Tissue Culture of Cauliflower (Plant tissue culture in the classroom)http://croptechnology.unl.edu/viewLesson.cgi?LessonID=957885612orBA Online – Plant tissue culture in the classroom

Students will outline the advantages and disadvantage to this type of reproductive technology

4-6

UB

1

23

IB

3-5

2

EBI AV

Mitosis and Meiosis(1/2 week)

517

MitosisMeiosishttp://biologyinmotion.com/cell_division/index.html

Cella Animation – MitosisCella Animation - Meiosishttp://www.cellsalive.com/mitosis.htmMitosis Flip Booklet (Homework Activity)Comparison of Mitosis and Meiosis

Manipulative Skills UB

1

IB EBI AV

Biotechnology and the Agriculture Industry

(1/2 week)

1621262324

Selective BreedingOrganic FarmingEngineered CottonSugar Cane and Biodegradable PlasticsTransgenic OrganismsGenetically Modified Foodse.g. CanolaEthics of Genetically Modified Organisms

Students select one of the following topics to investigate.Resources:Biotechnology Aust. OnlineDNA Interactives Software

ClickView Resources: particularly the Gene Tech Clips such as Section 11 and 12 on GMOs (5 mins)

Manipulative Skills

UB

1-3

IB

2,3

EBI

1-4

AV

1-6

Biotechnology and the Environment(1 ½ weeks)Link

162426

Teacher gives students a resource card with a definition and an example of each of the following:BioremediationBiological ControlExtinct Species Animal Cloning

Teacher will provide opportunities for students to work through some of the ethical issues and structure a class debate on the issue.

Students work through the following activities and prepare a class debate on the pros and cons of human cloning and therapeutic cloning.Biotechnology OnlineBiotechnology Online – Thylacine Cloning Interactive

Saving the Bilby – Why bother? Worksheet

The Ethical Use of Animals WorksheetClickView Resource: Population Management – Sections 9 to 12 (10 mins)What or who would you clone? Worksheet

Dolly the Sheep (Brain Pop resource on Cloning)Since DollyBiotechnology Online - Dog Cloning Interactivehttp://www.biotechnologyonline.gov.au/popups/int_dogcloning.cfm

Biotechnology Online – Clone your PetEthics Opinion Sheet

1-3 2,3 1-4

Forensics(1 week)

Teacher outlines the importance of the recent biotechnology in policing using newspaper articles.

DNA identificationDNA FingerprintingGel Electrophoresis

Whodunnit? Forensic ScenarioBiotechnology Australia OnlineDNA Profiling:http://www.biotechnologyonline.gov.au/popups/int_dnaprofiling.cfm

Who is my dad?Is he my son?GenETHICS Ideas

Students view clips on technologies and then carry out both a computer simulations of a DNA profile and a practical one:

ClickView Video – Gene Technology section 2 and 3 (7 mins)

Biotechnology Online – DNA Profiling Interactivehttp://www.biotechnologyonline.gov.au/popups/int_dnaprofiling.cfm

Practical Gel Electrophoresis using dyes and Protocolhttp://www.biotechnologyonline.gov.au/popups/ani_electrophoresis.cfm

Clickview: DNA Sequencing section 6 to 10 (10 minutes)

CRC Case Study – student overview some ethical questions regarding some previous CRC competition questions

1-3 2,3,4 1-4

Biotechnology and Human Impacts(3 1/2 weeks)http://www.biotechnologyonline.gov.au/human/humanuses.cfm

17, 23, 24

Teacher gives students a resource card with a definition and an example of each of the following:Edible VaccinesReproductive TechnologiesIVF (Excursion to Bundy IVF)GIFTSurrogacy

Students investigate some of the more recent notions in medicine such edible vaccines and their role in the developing world – and the consequences in human population control.Students will as a “hospital medical board” decide - Who gets the liver? Worksheet (1 lesson)New Methods of Contraceptionhttp://www.schoolscience.co.uk/content/5/biology/mrc/2/page1.htmlStudents will use clickview resources to investigate some reproductive

1-3 1-5 1-4

Students to work on CRC assignment in class access to computer room is vital for this time (2 weeks)

technologies:Exploring IVF and worksheet (30 mins)Genetics and Reproduction Section 10 and 11 (embryo selection and designer babies) (5 ½ mins)Genetic Screening – medical scientists at work – Genetic Testing and the community (7 mins)Entering a brave new world of sport – courier-mail 1st July 2005Article – Cause and Effect

CRC websitehttp://www.genecrc.org/index.htm

DVD Movie: GATTACA – There is no gene for the Human Spirit (if time – this film asks some serious questions about the roles of nurture and nature in Human destiny and development)

Science Interactive – Exploring Science

Gizmo on Human Karyotyping - Launch Gizmo

Gizmo on Mouse Genetics - Launch Gizmo

Gizmo on Mouse Breeding - Launch Gizmo

DNA fingerprint Analysis - Launch Gizmo

Building DNA - Launch Gizmo

RNA and Protein Synthesis - Launch Gizmo

Chicken Genetics - Launch Gizmo

Mouse Genetics(Fur Colour) - Launch Gizmo

Legal Information Access Centre (LIAC) Topic 36: Human Genetics Information

www.asstlii.edu.au/au/other/liac/hot_topic/2002/1/

TITLE: Ecotourism TIME: 28 hours ST. LUKE’S ANGLICAN SCHOOL

CONTEXT: Ecotourism as a concept is more difficult to define than its widespread usage would suggest. In practice, there are a range of definitions of ecotourism deriving in part; it would seem, from the range of political, social and educational factors which initially promoted the demand for ecotourism, particularly in the last decade. Nevertheless, some agreement seems to be evolving as to what the best practices in environmentally and culturally responsible tourism might be. This unit utilises the contextual approach of ecotourism to deal with biological issues such ecosystems and the impact of humans and species on the environment.

KEY CONCEPTS:

3. Organisms live an interdependent existence in environments to which they are adapted.4. A variety of mechanisms results in continual change at all levels of the natural world.

Unit Organisation and Length

Key Ideas

Learning Experiences; Resources and CCEs

Student ActivitiesIncluding: Use of research texts, CDs, Practicals, Use of a

Variety of Technologies, Videos and Excursions

Manipulative Skills

General ObjectivesUB IB EBI AV

Ecosystems(2 weeks)

Relationships

6,7,9,11,26,151612

What is an ecosystem?Why study ecosystems?Naming ecosystems.Types and locations of ecosystemsEcosystems are self-sustaining

Abiotic factorsBiotic factorsIntraspecies and interspecies relationshipsAdaptations

Introduction:Brainpop: Science – Ecosystems

Using the following resources:(plus the Qld Museum Loans Library – Stradbroke Island Pack)Specimen Cards:WOMBeachDunesMangroveSwampWoodland

Habitats:MangroveBeachDunesSwampWoodland

Investigate the features that distinguish different ecosystems from one another.

5 1-3 3 2

Outline the significance of studying ecosystemsDescribe how ecosystems are named

Clickview:Fragile Ecosystems (25 mins) + Teaching NotesCoastal Dunes (29 mins) + Teaching Notes

Websites:Ecosystems and Human Influencehttp://www.biologymad.com/master.html?http://www.biologymad.com/Ecology/ecology.htm and on CD

Sampling and Measuring Techniques(2 weeks)

Excursions Coonar Beach

Baldwin SwampFresh Water SwampSchool Forest Plot

12, 13, 20, 21

Monitoring EcosystemsAbiotic and biotic factors effect Populations, Density, Distribution, Succession

Coonar BeachWalk through various ecosystems:Coastal HeathMelaleuca SwampSalt FlatsMangrovesCoastal Dunes

Other sampling technique used

The Virtual Field Triphttp://www.internal.schools.net.au/edu/atom/awardtwo/index.htmlHow to:Conducting a Waterbug Survey (The Health of Fresh Water)Big Picture Data Recording SheetField Trip Results SummaryHabitat Health SurveyTransect recording SheetWater Testing and Monitoring Water Health SheetStream Habitat AssessmentSalinityTemperatureTurbidityAnimal Trapping

Ecosystem Health Assessment

3- 6 2 1-5 3 1-3

Human Impacts(1 week)Reef Guardian SchoolsReef Ed

21, 14, 26 Research the effects of human activity on natural ecosystems using a Web Quest

http://www.reefed.edu.au/students/reef_quest/reefrescue/index.html

http://www.reefed.edu.au/students/reef_quest/pollutionsolutions/index.html

Students carry out case study on “Hypothetical Bay” – Library Resource – Marine Science for Australian Students by Bob Moffatt, Tim Ryan and Leon Zann – p55 and p124 to 126

1

Ecotourism

Fraser Island/South Stradbroke Island(2 week)

13, 20, 21 Teacher will introduce the concept of ecotourism.

Students will investigate a “Hypothetical Bay” and the role of development in this area.Teacher will organise students into three groups

Students will visit Fraser Island for a 4 day camp which will involve:Resident Impact StudyEcosystem VarietyResort ImpactCamping ImpactField Data Collection

Clickview:Ecotourism: what is it? (24 mins)Impacts of Tourism – Section 4 and 5 – Environmental Impact (5 mins)http://www.ecotourism.org.au/

Students carry out case study on “Small Tropical Island” – Library Resource – Marine Science for Australian Students by Bob Moffatt, Tim Ryan and Leon Zann – p478 to 483

1-3 1-5 2

Organism Identification

Resources:Ecotourism: The Answer or the Problemhttp://www.arts.monash.edu.au/ncas/teach/unit/tou/tou11wk09.html

Ecotourism Guide for KingfisherEcotourism and Fraser IslandGuidelines for Ecotouristshttp://www.bigvolcano.com.au/natural/nattract.htm

Energy Management on Couran Cove

Clickview: Managing a coastal ecosystem (26 mins) and

ClickView: Environmental Impact Assessment (23 mins) + Teacher Notes – the Jabiluka Uranium Mines and Shell Harbour Marina

35,6

Bundaberg Ecotourism (3 weeks)

20 21 Teacher allows students time in class

to work on their assignment over a 3 week period.

Class will examine the Action Research Model and some of the resources available before starting the assignment

Action Research ModelEcotourism Assessment Overview

Resources:Example of a Draft copy of the Managing GBRMP (includes ideas on Cause and Effect Wheel, Multiple use Resource, Cost Benefit Analysis, Environmental Impact Assessment)Glossary of Terms for EIAProject Reef –Ed – Library Resource 570.5 PRO – activity 155 – Environmental Impact Statements and activity 156 – What impactResource CD – Year 11 Biology – Fraser Island/Ecotourism folder/resources

Ecotourism Publications - downloadablehttp://www.tq.com.au/industry/sustainable-tourism/publications.cfm

23

4 4-6

TITLE: Evolution and the Primates TIME: 28 hours ST. LUKE’S ANGLICAN SCHOOL

CONTEXT: Evidence suggests that life originated 3.8 billion years ago. The history of life spans five intervals of geological time and has been influenced by asteroid impacts, drifting and colliding continents and other environmental insults. Natural selection and adaptation are thought to account for the rich diversity of life in present times. Comparisons using fossils, anatomical and biochemical information are used to identify organisms and track lineage. Humans are no exceptions to this lineage and the students will investigate the evolution plight of the Hominids.

KEY CONCEPTS:3. Organisms live an interdependent existence in environments to which they are adapted.4. A variety of mechanisms results in continual change at all levels of the natural world6. There are mechanisms by which characteristics of individuals in one generation are passed on to the next generation.

Unit Organisation and Length

Key Ideas

Learning Experiences; Resources and CCEs

Student ActivitiesIncluding: Use of research texts, CDs, Practicals, Use of a

Variety of Technologies, Videos and Excursions

Manipulative Skills

General ObjectivesUB IB EBI AV

Population Genetics(2 weeks)

1621712919142324

Students view Brain pop Resources on the following:Natural Selection

Evolution and Natural Selection Summary notesCD – Evolution Folder

Students investigate the concepts of :Biozone Resources:Adaptations and FitnessThe Modern Theory of EvolutionDarwin’s TheoryThe Gene PoolFactors Affecting the Gene PoolGene Pool ExerciseChanges in the Gene Pool

Natural Selection (clickview: Superbugs: a case of natural selection (20 mins) with worksheet

Darwin’s FinchesIndustrial MelanismThe Founder EffectPopulation BottlenecksGenetic DriftArtificial SelectionThe Domestication of Wheat

Clickview Resource: Mechanisms of Evolution (28 mins) with Teacher Notes

1,2 1 1,2

1114

19

Peppered Moth SimulationPaper:http://www.biologycorner.com/worksheets/peppermoth_paper.htmlorComputer:http://www.biologycorner.com/worksheets/pepperedmoth.html

Computer Software:Newbyte Education –Natural Selection Series – Frogs

http://www.pbs.org/wgbh/evolution/7 QuickTime clicks and a worksheet leading to an essay

Students will do either the paper or computer version of the peppered moth simulation and write-up the simulation as a scientific report for homework

Students will read the background information on FrogsExperiment 1 – Why am I Green?Experiment 2 – Poisonous FrogsExperiment 3 – Mimicry

Darwin Pond Downloadhttp://www.ventrella.com/Darwin/darwin.html

Students to complete a stimulus response essay in class time

Natural Selection Simulation – CD evolution file

Internet Resources:

Population Genetics: Hardy-Weinberg Problems North Harris College Various Hardy Weinberg Examples Judith Stanhope at Woodrow

Wilson Biology Institute Population Genetics -- Hardy Weinberg University of Arizona Population and Evolutionary Genetics Phillip McClean, North Dakota

State University From Pangaea to Present VolcanoWorld Natural Selection and Genetic Drift Modeling Exercise Rebecca Irwin

at University of Tennessee

2,3,4,5

The Evidence for Evolution(1 week)

21,22 Students view Brain pop Resources on the following:FossilsFossils AdvancedTectonic Plates

Students investigate the concepts of (Biozone Resources) :Dating FossilsThe Fossil RecordDNA HybridizationImmunological StudiesOther evidence for evolutionBiogeographical evidenceOceanic Island ColonisersHomologous StructuresVestigial Organs

1,2 2,3 1,3-5

Clickview Resource: Understanding Evolution (30 mins) with worksheet

Internet Resources:

Evolution - Mechanisms and Evidence: Evolution from PBS Library of Many Evolution Sites and videos PBS Which Embryo is Human Exploratorium Evolution on the Web Robert P. Gendron at Indiana University of

Pennsylvania Timeline of Evolutionary Thought University of California, Berkeley UCMP Web Lift for Geologic Time! University of California, Berkeley The World of Richard Dawkins Amber - A View of the Past Amberica West. Dino Russ's Lair Illinois State Geological Survey Understanding Evolution University of California Museum of

Paleontology

Evolution(1 weeks)

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Teacher Resources - Bizone Students investigate the concepts of :Genes and EvolutionThe Species ConceptReproductive IsolationAllopatric SpeciationSympatric SpeciationConvergent EvolutionGeographical DistributionExtinctionCauses of Mass Extinction

Internet Resources:

Speciation and Macroevolution: Vertebrate Flight - An example of convergent evolution University of

California, Berkeley UC Berkeley - Discovery of Sulawesi Coelacanths University of

California, Berkeley Alfred Wegener. The Origins of Continents and Oceans University of

California, Berkeley Dinosaurs Where not Alone PBS - NOVA The Dinosauria: Truth is Stranger than Fiction University of California,

Berkeley The Extinction Files BBC

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2 1,3-5

Hominid Evolution(3 weeks)

21, 26 Brain pop.com on Human Evolution

Written Task

Allocated: 3 weeksSubmission of all notes and Research

Students investigate the concepts of (Biozone Resources) :Primate GroupsPrimate ClassificationGeneral Primate CharacteristicsHuman CharacteristicsDating a Prehistoric SiteBipedalism and Nakedness

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2 1,3-5

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materials including an annotated bibliographyIndividual WorkStudent Ownership: Weekly Check dates, draft submissions

An article for Qld Science Teacher evaluating Internet resources (including simulations, animations, and games) on evolution & misconceptions

Adaptations for BipedalismThe Development of IntelligenceHominid EvolutionThe Emerging ViewHuman Evolutionary ModelsThe Origin of Modern HumansCultural EvolutionPalaeolithic Tool CulturesMesolithic and Neolithic CulturesDistinguishing Features of HominidsPresent and Future Human Evolution

Walking with Cavemen – The Complete Series DVD and work booklethttp://www.bbc.co.uk/sn/prehistoric_life/human/

Internet Resources:

Primate Evolution: Becoming Human The Institute of Human Origins Human Evolution PBS The Long Foreground: Human Prehistory Department of History -

Washington State University Prominent Hominid Fossils Talk Origins Human Prehistory D. I. Loizos Guided Tour -Hominid Evolution Hunterian Museums Collection Anthropology Tutorials Behavioural Sciences Department, Palomar

College Lucy Institute of Human Origins Primate Taxonomy Brian Schwimmer at University of Manitoba Primates and Apes Photography Primates.com Is Out of Africa Going Out the Door? Scientific American The Latest Neanderthals Scientific American Homo Erectus - A Comparison The Regents of The University of

California Archaeologyinfo.com

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Access to computers to use web sites and evaluate their effectiveness

Websites on Evolution Games and Interactives:

http://www.bbc.co.uk/sn/prehistoric_life/gamesIncluding the following games: The Baryonyx mystery; Who dung it?; Seamonsters adventure; Evolution Game; Caveman challenge; Big Al game; Skeleton Jigsaws

Interactive Challenges:http://www.bbc.co.uk/nature/animals/mammals/challenges/including chimp challenges and survival zone

3 1,5 1,2

http://biologyinmotion.com/evol/

Science Interactives – Exploring ScienceGizmo on Natural Selection - Launch GizmoGizmo on the Effects of Environment on New Life Form - Launch GizmoGizmo on the Rabbit Population by Season - Launch GizmoGizmo on Rainfall and Bird Beaks - Launch Gizmo

Video Footagehttp://science.nhmccd.edu/biol/evolve.htm