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 By the end of this unit students will be able to:  • plan, design and conduct first-hand investigations  Understand the flow of energy in food chains ||||||  Essential Question || || || || || • formulate questions and construct hypotheses appropriate for conducting first-hand and second- hand investigations; • plan, design and conduct first-hand investigations: select and use equipment and materials appropriate to the investigation; evaluate experimental procedures and reliability of data; • collect, process and record information systematically; analyse and synthesise data; draw conclusions consistent with the question under investigation and the evidence obtained; • act responsibly when conducting investigations: maintain safe practices; work independently and collaboratively as appropriate. Apply biological understandings • apply understandings to familiar and new contexts; make connections between concepts; solve problems ; • <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">analyse issues and implications relating to scientific and technological developments; • <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">analyse and <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">evaluate the reliability of information and opinions presented in the media. Communicate biological information and understandings • <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">interpret, <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">re-contextualise and communicate information and ideas effectively; • use scientific terminology and conventions appropriately. Key Knowledge • relationships between organisms: feeding including parasite/host, predator/prey, of mutual benefit including mutualism and symbiosis; • flow of energy: inputs and outputs of the system; productivity; trophic levels and trophic efficiency; • cycling of matter: principle of exchange between living and non-living components of the ecosystem, including inputs and outputs; biogeochemical systems including those of water, carbon, oxygen, nitrogen; bioaccumulation; Communication Students consider alternative views, recognise different possible interpretations and <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">respond with insight. They use subject-specific language and a number of communication forms. Students use <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">pertinent questions to explore, clarify and complex meaning select suitable resources and technologies to effectively communicate. Students use suitable resources and technology to effectively communicate. They <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">provide constructive feedback to others and use feedback. ICT Visualising Thinking Students use visualising thinking tools to support their <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">reasoning and to <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">model and describe the relationship between variables and to make <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">predictions and <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">test <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">hypotheses. ICT For Commuicating Students exchange ideas and opinions with others through an online forum. Students use techniques to locate more precise information from websites and <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">synthesise this information to build on prior learning. Students use accepted protocols to communicate online with other students and their teacher, to share their understandings, <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">collaborate their ideas, <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">pose questions and <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial">make predictions. || <span style="color: rgb(11, 0, 255)"> * <span style="color: rgb(11, 0, 255)">**Students receive a prompt/feedback on their initial guppy hypothesis** <span style="color: rgb(11, 0, 255)"> * <span style="color: rgb(11, 0, 255)">**Multimedia presentation on genetic technology used to manipulate relationships between organisms. Assessment by peers and myself.** Biology report self assessment.xls ||
 * ** Unit Title ** ||
 * ** Do Relationships Matter? ** ||
 * [[file:Unit Template Sept 11.doc]] ||
 * <span style="color: rgb(5, 0, 255)"> formulate questions and construct hypotheses that can be scientifically tested
 * <span style="color: rgb(5, 0, 255)"> Classify relationships between organisms
 * Curriculum Framing Questions ||
 * <span style="color: rgb(0, 0, 0)"> Curriculum- Framing Questions
 * <span style="color: rgb(0, 0, 0)"> Curriculum- Framing Questions
 * ^  |||||| <span style="color: rgb(0, 0, 0)"><span style="color: rgb(0, 25, 255)">**Do Relationships Matter?**
 * ^  |||||| <span style="color: rgb(0, 0, 0)"> Unit Questions
 * ^  |||||| <span style="color: rgb(0, 3, 255)"><span style="color: rgb(0, 0, 0)"><span style="color: rgb(0, 0, 0)"><span style="color: rgb(28, 0, 255)">** Why is it important to understand relationships between organisms? **
 * What causes these relationships to change? **
 * Should people manipulate these relationships? **
 * What impact have people had on these relationships? **
 * ^  |||||| Content Questions ||
 * ^  |||||| <span style="color: rgb(30, 0, 255)">** How can relationships be catergorised? **
 * What is the difference between a predator and prey? **
 * What is the difference between mutualism and symbiosis? **
 * What are the biotic and abiotic factors that affect relationships between organisms? **
 * How do changes in relationships affect food chains and food webs? **
 * How is matter cycled in an ecosystem? **
 * What is bioaccumulation and how does it affect ecosystems? **
 * How can trophic levels help to describe relationships between organisms? **
 * Why do trophic levels determine bioaccumulation? **
 * What is a genetic technology that manipulates the relationship between two or more organisms? **
 * Why is there variation within a species? **
 * Identify how change occurs and the impact on organisms and their relationships? **
 * How do indigenous practices impact on relationships between organisms? **
 * Standards/Syllabus Outcomes ||
 * Investigate and inquire scientifically
 * Standards/Syllabus Outcomes ||
 * Investigate and inquire scientifically
 * Standards/Syllabus Outcomes ||
 * Investigate and inquire scientifically
 * Standards/Syllabus Outcomes ||
 * Investigate and inquire scientifically
 * Standards/Syllabus Outcomes ||
 * Investigate and inquire scientifically
 * change to ecosystems over time – scope and intensity of regular and irregular natural changes; introduction to selection pressures & evolution – human activity and the sustainability of ecosystems
 * <span style="color: rgb(39, 0, 255)"> Year 10 & 11 (Unit 2 Biology – A of S 2) ||
 * Teaching and Learning Activities ||
 * Assessment Summary ||
 * Initial**
 * <span style="color: rgb(11, 0, 255)">**Pair and share to classify relationships after brainstorming – using Inspiration and photos**
 * <span style="color: rgb(11, 0, 255)">**Students use a glossary of terms previously taught to devise a crossword on-line, which is then done in class by another student.**
 * Initial**
 * <span style="color: rgb(11, 0, 255)">**Pair and share to classify relationships after brainstorming – using Inspiration and photos**
 * <span style="color: rgb(11, 0, 255)">**Students use a glossary of terms previously taught to devise a crossword on-line, which is then done in class by another student.**
 * While**
 * <span style="color: rgb(11, 0, 255)">**Use the visual ranking tool (Intel online) to refine their original hypothesis**
 * <span style="color: rgb(11, 0, 255)">**Written report on Sex and The Single Guppy using assessment rubric**
 * <span style="color: rgb(11, 0, 255)">**Build a food chain and food web**
 * <span style="color: rgb(11, 0, 255)">**Assess second-hand data activity “The Quiet Provider”**
 * <span style="color: rgb(11, 0, 255)">**Biological magnification report**
 * <span style="color: rgb(11, 0, 255)">**Research grid on indigenous environmental practices**
 * After**
 * <span style="color: rgb(11, 0, 255)">**Written test that includes use of a graphic organizer.**
 * Thinking Tools Projects ||
 * Visual Ranking Elements (Complete this section if //Visual Ranking// will be used in this project) ||

Reviewing Team ID: |||| Password: Password: ||
 * Seeing Reason Elements (Complete this section if Seeing Reason will be used in this project) ||
 * Seeing Reason Project Name (For the //Seeing Reason// workspace) ||
 * A descriptive title for your project. This name could specifically reference the purpose or use of the //Seeing Reason Tool// in your unit. This title will appear in the Student Workspace as well as above your students’ //Seeing Reason// maps. ||
 * Project Description (For the //Seeing Reason// workspace) ||
 * A focused, short paragraph that describes the project to your students and explains how they will use the //Seeing Reason Tool// to help them answer the questions of the unit. Explains why this is a project or problem that is worthy of study as well as defines what your students will be trying to solve, produce, respond to, test, recommend or find out. ||
 * Research Question (For the //Seeing Reason// workspace) ||
 * The direct question that students will respond to in their maps, which requires the building of a cause-and-effect map of a complex system or issue ||
 * Practice Map (For your future quick reference) ||
 * Practice Team ID: |||||| Password: ||
 * [Paste map here: At the “Print Map” view, right-click the map, choose **Copy,** and then return to this Unit Plan and paste(Ctrl-V) the image here. Macintosh* users: Hold down the Ctrl key and click on the map. Select **Copy Image**. Return to this Unit Plan and paste (Command-V the image here.] ||
 * Showing Evidence Elements (Complete this section if Showing Evidence will be used in this project) ||
 * Showing Evidence Project Name (For the //Showing Evidence// workspace) ||
 * A descriptive title. This name could specifically reference the purpose or use of the //Showing Evidence Tool// in your unit. This title will appear in the Student Workspace as well as above your students’ //Showing Evidence// cases. ||
 * Project Description (For the //Showing Evidence// workspace) ||
 * A focused, short paragraph that describes the project to your students and explains how they will use the //Showing Evidence Tool// to help them answer the quests of the unit. Explains why this is a project or problem that is worthy of study, as well as defines what your students will be trying to solve, produce, respond to, test, recommend, or find out. ||
 * Prompt (For the //Showing Evidence// workspace) ||
 * The direct question that students will respond to in their argument case, which requires the investigation and gathering of evidence to validate a claim. ||
 * Practice Case (For your future quick reference) ||
 * Practice Team ID:
 * Practice Team ID:
 * Claims ||
 * If you are pre-populating the claims for your students, enter those claims here. ||
 * Evidence ||
 * If you are pre-populating the evidence bins for your students, describe the evidence you will use and/or the source for those evidence items here. ||
 * Learning Preparation ||
 * Approximate Time Needed ||
 * Total time for the unit in weeks, periods per week, length of periods. Example: 4-5 weeks, 45-minute lessons, 3 times per week. ||
 * Professional Learning ||
 * What professional learning support might you require within the context of this unit – formal, informal, just-in-time? Who can you form a Professional Learning Team with?(Promotes notion of teacher as co-learner). List at least 2 items for professional reading you will do as part of this unit. Identify strategies for sharing key findings with your co-learners. ||
 * ** Technology - Hardware ** |||||| || ||
 * Camera |||||| Printer || Video Camera ||
 * Computer(s) |||||| Datashow Projector || Video Conferencing equipment ||
 * Digital camera |||||| Scanner || Interactive Whiteboard ||
 * DVD player |||||| Television/Averkey || MP3 player ||
 * Internet connection |||||| VCR || PDA/Mobile technologies ||
 * Other: |||||| || ||
 * ** Technology - Software ** |||||| || ||
 * CD-ROMs |||||| Image Editing software || Webpage development ||
 * Database/spreadsheet |||||| Internet Web Browser || Word processing ||
 * Desktop Publishing |||||| Multimedia || Digital Learning Objects ||
 * Email software |||||| Animation software || Other ||
 * ** Printed Materials: ** textbooks, story books, manuals, reference materials etc. ||
 * Unit Author ||
 * First and Last Name ||
 * School Name ||
 * Region ||
 * City, State ||
 * If your unit portfolio is chosen to be uploaded to the Intel® Teach Program database, do you want your name displayed at the author? Yes No ||
 * First and Last Name ||
 * School Name ||
 * Region ||
 * City, State ||
 * If your unit portfolio is chosen to be uploaded to the Intel® Teach Program database, do you want your name displayed at the author? Yes No ||

Choose one set of vignettes on pages 1.02 -1.04 and think about the differences between the two classrooms. Write your responses to the following questions. 1. Which vignette did you choose?<span style="font-family: 'Comic Sans MS',cursive"> <span style="color: rgb(0, 125, 255)"><span style="color: rgb(10, 0, 255)"> Nutrition 2. What type of thinking skills did students demonstrate in each classroom? <span style="color: rgb(0, 0, 0)">1 - classification, reflection, analysis <span style="color: rgb(0, 0, 0)"><span style="color: rgb(0, 0, 0)">2.analysis, decision-making, justification 3. Which teacher's classroom was more likely to foster, support and encourage students' higher order thinking skills? Classroom 2

Consider classes that you have taught or witnessed where there was evidence of higher order thinking occurring. Use these questions as prompts to create a list of strategies that you use or have seen that foster higher order thinking in the classroom <span style="color: rgb(101, 0, 255)"> =<span style="color: rgb(0, 255, 52)">Day 1 Reflection = ==<span style="color: rgb(177, 27, 150)">Already knew about WikiSpaces but until today didn't realise their full potential. Already knew the importance of being aware of key objectives, learning outcomes when developing units of work, but particularly at VCE you get trapped into just following the study design. == =<span style="color: rgb(92, 24, 145)">Realised that WikiSpaces might be useful to use with my students by setting them up with a page each. Occasionally I would like them to comment on each other's work, collaborate on a problem etc Particularly for students who need time to process in their thinking, encouraging them to work in this way suits this type of learner. = =<span style="color: rgb(157, 21, 157)">Remain challenged about whether to use blogs, wiki's, class portal as the most appropriate forum for use with students. Also still not convinced that my senior students will embrace the idea of using a wiki or a blog to collaborate in their learning from home. Many senior students reluctant to use the intranet at home - not sure why this is, but it could be that they don't see it as being important/relevant unless it is in their textbook, study guide etc. =
 * What approaches fostered a safe environment in the classroom
 * What types of learning tasks were undertaken?
 * What did teachers do?
 * What did students do?