Teaching program—Part 2: Systems
Chapter 8: Coordination and regulation
Section
Learning focus
Learning
experiences
Chapter
opening
concept map
or brainstorm
Big questions:
8.1: How are
messages
passed
quickly around
the body?
8.2: How does
the brain
work?
8.3: How do
hormones
work in plants
and animals?
Introduction to
communication
systems in plants
and animals elicit student
ideas and
understandings of
‘What are the
internal
communication
systems of plants
and animals?”
Class
discussion and
answer
questions
Science skills
Possible teaching
strategies
Assessment
Extra
resources
VELS Standards
Level 5 (Science)
VELS Standards
Level 5 (Other)
Communication
of ideas
Whole of class
discussion and
concept map or
brainstorm or as
group work (use
open questioning
techniques)
Alternatives:
Socratic dialogue.
Diagnostic
assessmentlistening to
student
discussion and
identifying
misconceptions
that will need to
be dealt with by
asking probing
questions and
eliciting student
understanding.
* Graphic
organisers such
as this site
Stimulate interest
and curiosity
[dispositional
facet]
Develop
communication skills
of listening, viewing
and responding in all
activities in this unit
Expand knowledge of
specialised language
to communicate
meaning and gain
practice in specific
forms of
communication for
science – through all
activities in this unit.
Reasoning,
processing and
inquiry thinking
skills throughout this
unit:
Students use a range
of questions types,
locate and select
relevant information
from a variety of
sources when
investigating.
Students reason;
analyse and use
evidence to support
conclusions.
Students consider
their own and others
points of view; explore
possibilities and
options.
Stimulate interest
and curiosity
Opportunity to
establish prior
knowledge and
identify any
misconceptions
Images at the
start of the
chapter can be
used to
stimulate and
introduce /
generate
discussion.
Oxford Big Ideas Science 3
Q and A worksheet
to identify any
misconceptions
(use open
discussion
techniques)
Could use
cooperative
learning strategy
eg Think, Pair,
Share
ISBN 978 0 19 556453 2
Practise safe,
responsible and
ethical behaviour
when conducting
all investigations
and activities in
this unit.
Prepare and
present reports
using a variety of
formats via all the
practivites and
experiments in
this unit
© Oxford University Press Australia
Section
Learning focus
Learning
experiences
Science skills
Possible teaching
strategies
8.1 How are
messages
passed
quickly
around the
body?
The structure of
neurons
Practivity 8.1:
Pipe cleaner
neurons?
Communicating
ideas
How does the
central nervous
system work?
Questions –
What do you
know about
neurons?
Group work - use
assigned roles to
group members reporter, manager,
resource /
materials manager,
recorder. Use open
questioning
techniques.
Nerve cells
The Brain
The central
nervous
system
The spinal cord
Peripheral
nervous system
Reflexes
Sensory
information
Zooming in –
spinal damage
Practivity 8.2:
How fast is the
nervous
system?
Making and using
models to explain
phenomena
Making and
recording
measurements –
explaining
observations
Experimenting
and
communicating
understanding
Practivity 8.3:
Testing
reflexes
Practivity 8.4:
Navigating
without vision
Assessment
Many opportunities
to use ICT
animations and
simulations [see
Resources]
Group work
Could be done as a
class discussion or
as cooperative
group work. Use
open questioning
techniques.
Experiment 8.1:
Skin sensitivity
Extra
resources
VELS Standards
Level 5 (Science)
VELS Standards
Level 5 (Other)
Nervous system
details with
embedded
video
Make systematic
observations and
interpret recorded
data appropriately,
according to the
aims of the
investigation.
Communicate using
specific conventions
appropriate to science
such as Venn
diagrams, diagrams,
tables, scientific
reports.
Make and use
models to interpret
and explain
phenomena.
Use graphic
organisers to structure
thinking processes
and assist in
constructing
knowledge.
Nervous system
- detailed
Excellent
interactive site
How the eye
works –
animation
Activities and
games and
quizzes on
nervous system
, senses
challenge is
excellent ,
excellent
puberty demo
too
How
neurotransmitter
s work –
animation needs
flash
What do you
know about the
peripheral
nervous
system?
Students use
models to interpret
observations and
explain
phenomena
Develop
reasoning and
critical thinking
[cognitive facet].
Develop creativity
and problem
solving
[operational facet]
*Access on-line
interactive e-learning
tools to assist in the
development of
knowledge and
understanding.
* Use ICT for visual
thinking to develop
understanding
Come to your
senses – simple
explanations
Sight
Hearing
Taste
Smell
Touch
National
Geographic
resources on
nervous system
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
2
Section
Learning focus
Learning
experiences
Science skills
Possible teaching
strategies
Assessment
Extra
resources
VELS Standards
Level 5 (Science)
VELS Standards
Level 5 (Other)
Big Ideas –
topic
Remember;
understand;
apply;
analyse;
evaluate;
create; and
connecting
ideas
Understanding
and
Connecting
Big Ideas
questions
Thinking and
communication
skills
Bloom's Taxonomy
applied in the 'Big
Ideas'
Remember - class
discussion (use open
discussion
techniques), written
work, homework or
collaborative work
Understand - group
or class discussion
(use open discussion
techniques); debate;
round table
discussion
Apply Cooperative group
work eg
or Socratic Dialogue
Group ICT
presentation of
responses
Analyse ICT research and
presentation or class
or
group discussion (use
open discussion
techniques)
Evaluate Develop a survey
Create
ICT to prepare a
response Accessing
on-line interactive elearning tools
Formative
assessment
using worksheet
‘How are
messages
passed quickly
around the
body’? This will
elicit the depth
of student
understanding
of the big ideas
of the first part
of this chapter.
ICT resources
as listed above
Expand
knowledge and
apply the
concepts, theories
and principles
Communicate using
specific conventions
appropriate to science
such as Venn
diagrams, diagrams,
tables, scientific
reports.
Diagram,
constructing a
concept map,
survey,
designing an
advertisement
Research
Connecting
ideas question
Worksheet: 8.1
How are
messages
passed quickly
around the
body?
Neuroscience
for kids –
worksheet 8.1
Stimulate interest
and curiosity
[dispositional
facet]
Develop
reasoning and
critical thinking
[cognitive facet].
Develop creativity
and problem
solving
[operational facet]
.
Use graphic
organisers to structure
thinking processes
and assist in
constructing
knowledge.
*Access on-line
interactive e-learning
tools to assist in the
development of
knowledge and
understanding.
* Use ICT for visual
thinking to develop
understanding
Worksheet - could be
done as class work,
homework or as a
group collaborative
exercise
ICT - interactive web
resources
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
3
Section
Learning
focus
Learning
experiences
Science skills
Possible
Teaching
Strategies
8.2 How does
the brain
work?
Lobes of the
brain
Skills Lab –
Dissections
Dissection
skills – safe
work practices
Review and
revise
Caring for your
brain
Experiment 8.2:
Sheep brain
dissection
Structure of
the brain
Lateralisations
Questions What do you
know about the
structure of the
brain?
Zooming in:
Split brain
Questions:
What do you
know about
lateralisation?
Thinking about
thinking
Questions:
What do you
know about
caring for your
brain?
Making and
recording
observations
Thinking and
communication
skills
Thinking,
problem solving
and
communication
skills
Assessmen
t
Group work –
use assigned
roles to group
members –
reporter,
manager,
resource /
materials
manager,
recorder. Use
open
questioning
techniques.
Many
opportunities to
use ICT
animations and
simulations [see
Resources]
Extra resources
A ride through the
brain
Activity – Probe
the brain:
Excellent site on
the brain
Neuroscience for
kids
General
information and
trivia
Standards
Level 5 (Science)
Standards
Level 5 (Other)
Make systematic
observations,
hypothesise and
interpret recorded data
appropriately,
according to the aims
of the investigation
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables,
scientific reports.
Stimulate interest and
curiosity [dispositional
facet]
Develop reasoning and
critical thinking
[cognitive facet].
Develop creativity and
problem solving
[operational facet]
Use graphic organisers to
structure thinking
processes and assist in
constructing knowledge.
*Access on-line
interactive e-learning
tools to assist in the
development of
knowledge and
understanding.
* Use ICT for visual
thinking to develop
understanding
Communicating
understanding
Could be done
as group
cooperative
work + web
based research
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
4
Big Ideas –
topic
Remember;
understand;
apply; analyse;
evaluate;
create; and
connecting
ideas
Understanding
and
Connecting
Big Ideas
questions
Thinking and
communication
skills
Diagram,
constructing a
concept map,
survey,
designing an
advertisement
Connecting
ideas question
Worksheet: 8.2
How does my
brain work?
Research –
could be done
as group
collaborative
work
Bloom's
Taxonomy applied
in the 'Big Ideas'
Remember - class
discussion (use
open discussion
techniques),
written work,
homework or
collaborative work
Understand group or class
discussion (use
open discussion
techniques);
debate; round
table discussion
Apply Cooperative group
work eg
or Socratic
Dialogue
Group ICT
presentation of
responses
Analyse Creative writing
Evaluate –
research
Create
Design a way to
test a hypothesis;
practising
metacognition
Formative
assessment
using
worksheet
‘How does
my brain
work? This
will elicit the
depth of
student
understandin
g of the big
ideas of the
first part of
this chapter.
ICT resources as
listed above
Expand knowledge and
apply the concepts,
theories and principles
Resources on
diseases of the
brain for
worksheet 8.2
Stimulate interest and
curiosity [dispositional
facet]
Develop reasoning and
critical thinking
[cognitive facet].
Develop creativity and
problem solving
[operational facet]
.
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables,
scientific reports.
Use graphic organisers to
structure thinking
processes and assist in
constructing knowledge.
*Access on-line
interactive e-learning
tools to assist in the
development of
knowledge and
understanding.
* Use ICT for visual
thinking to develop
understanding
Worksheet 8.2could be done as
class work,
homework or as a
group
collaborative
exercise
ICT - interactive
web resources
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
5
Section
Learning
focus
Learning
experiences
Science skills
8.3 How do
hormones work
in plants and
animals?
The organs
and glands of
the endocrine
system
Zooming in:
Flight or
fight?
Thinking and
communication
skills
Practivity
8.5: Glands
and organs
of the
endocrine
system
Experimenting systematic
observations,
scientific
diagrams,
interpretation of
data, assessing
evidence
Hormones and
your body
Hormones in
plants
Types of
hormones
Hormones in
balance: the
menstrual
cycle
How do
hormones get
out of
balance?
Questions:
What do you
know about
hormones
and your
body?
When things
go wrong in
the endocrine
system
Experiment
8.3:
Attracted to
light
Grow towards
the light
Questions:
What do you
know about
hormones in
plants?
Possible
Teaching
Strategies
Use open
questioning
techniques.
Assessment
Extra resources
Standards
Level 5 (Science)
Standards
Level 5 (Other)
How the body
works – endocrine
system – amusing
and quite simple
Make and use models
and images from
computer software to
interpret and explain
observations.
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables,
scientific reports.
Group work
Many
opportunities to
use ICT
animations and
simulations [see
Resources]
Series of
resources on the
endocrine system
Endocrine web
Negative
feedback: video
Make systematic
observations,
hypothesise and
interpret recorded data
appropriately,
according to the aims
of the investigation
Group work,
Feedback
Flash media on
puberty
Animation –
hormones, ovaries
and uterine
hormones
Excellent
animations on
feedback loops:
uses temperature
regulation to
illustrate the
principles
Stimulate interest and
curiosity [dispositional
facet]
Develop reasoning and
critical thinking
[cognitive facet].
Develop creativity and
problem solving
[operational facet]
Use graphic organisers to
structure thinking
processes and assist in
constructing knowledge.
*Access on-line
interactive e-learning
tools to assist in the
development of
knowledge and
understanding.
* Use ICT for visual
thinking to develop
understanding
General
information on
plants
Plant hormones
site
Plant hormones in
action
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
6
Big Ideas –
topic
Remember;
understand;
apply; analyse;
evaluate; create;
and connecting
ideas
Understanding
and
Connecting
Big Ideas
questions
Thinking,
problem solving
and
communication
skills
Research
Design a
survey
Connecting
ideas
question
Worksheet:
8.3 ‘How do
hormones
work in
plants and
animals?’
Bloom's
Taxonomy
applied in the
'Big Ideas'
Remember
class discussion
(use open
discussion
techniques),
written work,
homework or
collaborative
work
Understand
group or class
discussion (use
open discussion
techniques);
Apply
Formative
assessment
using the
Worksheet
‘How do
hormones
work in plants
and animals?’
This will elicit
the depth of
student
understanding
of the big
ideas of the
first part of this
chapter.
ICT resources as
listed above
Expand knowledge and
apply the concepts,
theories and principles.
Stimulate interest and
curiosity [dispositional
facet]
Develop reasoning and
critical thinking
[cognitive facet].
Develop creativity and
problem solving
[operational facet]
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables,
scientific reports.
Use graphic organisers to
structure thinking
processes and assist in
constructing knowledge.
*Access on-line
interactive e-learning
tools to assist in the
development of
knowledge and
understanding.
* Use ICT for visual
thinking to develop
understanding
Analyse
Evaluate
Mind map
Create
Develop
diagram to
explain a
concept – group
or individual
work – scientific
communication
Worksheet –
could be done
as class work,
homework or as
a group
collaborative
exercise
ICT – interactive
web resources
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
7
Section
Learning focus
Learning
experiences
Science skills
Digging
deeper
Research, review
and reflect
Research topics
linking big ideas
Applying
understanding to
a new context
Key words
Me, my world,
my future
reflection
Reflecting on
understanding
and learning
Possible
Teaching
Strategies
Research
skills - use a
variety of
resources
including web
searching.
Assessment
Extra
resources
Standards
Level 5 (Science)
Standards
Level 5 (Other)
Diagnostic
assessment –
using the selftest to identify
level of
student
understanding.
Student self-test
Expand knowledge and
apply the concepts,
theories, principles and
models.
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables,
scientific reports.
Communicate
ideas in a
variety of
formats posters, oral
presentations,
and graphics,
multi-media;
interview
experts using
internet etc.
Use specific language to
describe thinking and
reflect on their thinking
and learning in the unit.
Describe and explain any
changes in
understanding, ideas and
beliefs.
*Access on-line
interactive e-learning
tools to assist in the
development of
knowledge and
understanding.
Group or
individual
work.
Transferring
Ideas
Transferring
knowledge
Research
Questions
On-line self
assessment test
Student
reflection on
skills acquired
and
development of
understanding of
the concepts
and big ideas of
this unit.
Oxford Big Ideas Science 3
Journaling
Summative
Self
Assessment individual
reflection on
learning.
ISBN 978 0 19 556453 2
Expand knowledge and
apply the concepts,
theories and principles.
© Oxford University Press Australia
* Use ICT for visual
thinking to develop
understanding
Communicate concepts
8
End of chapter
test
Thinking skills
Communication
of ideas
Oxford Big Ideas Science 3
Summative
Assessment test of degree
of
understanding
of the big
ideas - uses
multiple choice
+ short answer
questions.
Summative
Self
Assessment individual
reflection on
learning.
ISBN 978 0 19 556453 2
Expand knowledge and
apply the concepts,
theories, principles and
models.
© Oxford University Press Australia
9