Teaching program— Part 3: Systems
Life on Earth: How is life on Earth organised?
Section
Learning focus
Learning
experiences
Science skills
Teaching
strategies/
Assessment
Extra resources
Chapter
opening mind
map
Introduction to life
on Earth – elicit
student ideas
understandings of
what characterises a
living thing; how
living things can be
classified by
scientists and the
kind of living thing
humans are
Class discussion and
answer questions
Communication of ideas
Whole of class
discussion and
concept map or as
group work (use
open questioning
techniques)
Alternative:
Socratic dialogue
Diagnostic
assessment –
listening to student,
discussion and
identifying
misconceptions
that will need to be
dealt with by asking
probing questions
and eliciting
student
understanding
Big questions:
4.1 What is a
living thing?
4.2 How do
scientists
classify living
things?
4.3 What kind of
living thing am
I?
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 1
Q and A worksheet
to identify any
misconceptions
(use open
discussion
techniques)
ISBN 978 0 19 556715 1
VELS Standards
Level 5
(Science)
© Oxford University Press Australia
VELS Standards
Level 5 (Other)
Stimulate interest and
curiosity (dispositional
facet)
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
practivities and
experiments in this unit
Section
Learning focus
Learning
experiences
Science skills
Teaching
strategies/
Assessment
1.1 What do
questions have
to do with
science?
Living and non-living
Practivity 4.1: The
great Guzzlemobile
debate
Communicating ideas
Group work strategy
used to answer
questions posed by
practivity; could use
cooperative learning
strategy e.g. Think,
Pair, Share
Cells in living things
Microscopes and
living things
Practivity 4.2: Earth’s
living things—a
snapshot
Using scientific
instruments – a
microscope
Experimenting
Questions: What do
you know about living
and non-living things?
Group work – use
assigned roles to
group members –
reporter, manager,
resource/materials
manager, recorder.
Use open
questioning
techniques.
Practivity 4.4: Looking
at different cells
Many opportunities to
use ICT animations
Questions: What do
you know about cells?
Use ICT: interactive
websites
Tips – Ten tips for
working with a
microscope
Group practical work
Zooming in:
Encyclopedia of life
Practivity 4.3:
Scavenger hunt
Using a microscope and
practise in drawing
specimens
Building understanding
of scientific language
Maths lab: Working
out magnification
Experiment 4.1:
Getting to know your
microscope
Skills lab: Drawing
specimens
Experiment 4.2: Plant
and animal cells
Questions: What do you
know about
microscopes and living
things?
Demonstration and
practise
Extra resources
VELS Standards
Level 5
(Science)
VELS Standards
Level 5 (Other)
Characteristics of
living things – has
an online quiz
Make systematic
observations and interpret
recorded data
appropriately, according to
the aims of the
investigation
Simplified web
based information
on characteristics
of life
Using a light
microscope – video
– also shows how
light is emitted
Drop and drag
activity on the parts
of a microscope
Simulation on cells
Cells alive site –
animation + other
information
Plant and animal
cells simulation –
needs shockwave
– excellent 3D
graphics
Use word walls or
bingo games to
develop skills in use
of scientific terms.
Develop a class or
group poster or class
mind map.
Develop reasoning and
critical thinking (cognitive
facet)
Develop creativity and
problem solving
(operational facet)
Apply maths skills to
science context
Develop skills in correct
and safe use of equipmentmicroscopes
Develop skills in scientific
drawing
Demonstrate safe,
technical uses of a range
of instruments and
chemicals
Make systematic
observations and interpret
recorded data
appropriately, according to
the aims of the
investigation
Students build own
glossaries – what
they think the word
means/what it actually
means in the science
context
Stimulate interest and
curiosity (dispositional
facet)
Literacy Lab: Bigger
and better
microscopes
Oxford Big Ideas Science 1
ISBN 978 0 19 556715 1
© Oxford University Press Australia
2
Section
Learning focus
Learning
experiences
Science skills
Teaching
strategies/
Assessment
Big Ideas
4.1 What is a
living thing?
Understanding and
Connecting
Big Ideas questions
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 or Socratic
Dialogue; Group ICT
presentation of
responses
Analyse – ICT research
and presentation or
class or group
discussion (use open
discussion techniques)
Evaluate – Mind map,
debate, Q and A session
Create – ICT to prepare
a response Accessing
on-line interactive elearning tools
Web search and
evaluating an on-line
encyclopaedia
Design a scientific
investigation
Use open questioning
techniques.
Web research and ICT
presentation
Formative
assessment using
Worksheet 4.1.
This will elicit the
depth of student
understanding of
the big ideas of the
first part of this unit
with hyperlinks to
websites for
animations,
elaboration and
research.
Connecting ideas
questions
Worksheet 4.1: What
is a living thing?
Extra resources
VELS Standards
Level 5
(Science)
VELS Standards
Level 5 (Other)
Implementing an
Inquiry model
Stimulate interest and
curiosity (dispositional
facet)
The relative size of
cells
Develop reasoning and
critical thinking (cognitive
facet)
Develop creativity and
problem solving
(operational facet)
Expand knowledge and
apply the concepts,
theories and principles
Worksheet 4.1 could be
done as class work,
homework or as a group
collaborative exercise
ICT – interactive web
resources
Oxford Big Ideas Science 1
ISBN 978 0 19 556715 1
© Oxford University Press Australia
3
Section
Learning focus
Learning
experiences
Science skills
Teaching
strategies/
Assessment
4.2 How do
scientists
classify living
things?
Using keys
Practivity 4.5:
Department store
design
Thinking, problem
solving and
communication skills
Group work – use
assigned roles to
group members –
reporter, manager,
resource /
materials manager,
recorder. Use open
questioning
techniques.
Classification of
living things: the five
kingdoms
Fresh Ideas: Finding
the key
Practivity 4.6: Frings,
frongs, grits and grots
Design your own…
Dichotomous keys
Questions: What do
you know about using
keys?
Practivity 4.7:
Classifying living
things
Zooming in:
Stromatolites
Extra resources
VELS Standards
Level 5
(Science)
VELS Standards
Level 5 (Other)
Classifying animals
in ancient Greece
Students use the particle
model to explain structure
and properties of matter
Using a
dichotomous key
Many opportunities
to use ICT
animations and
simulations
Make systematic
observations, hypothesise
and interpret recorded data
appropriately, according to
the aims of the
investigation
Stimulate interest and
curiosity (dispositional
facet)
Opportunities for
group cooperative
work and webbased research
Develop reasoning and
critical thinking (cognitive
facet)
Develop creativity and
problem solving
(operational facet)
Students could
design a game that
classifies
organisms
Questions: What do
you know about
classification of living
things?
Oxford Big Ideas Science 1
ISBN 978 0 19 556715 1
© Oxford University Press Australia
4
Section
Learning focus
Learning
experiences
Science skills
Teaching
strategies/
Assessment
Extra resources
VELS Standards
Level 5
(Science)
VELS Standards
Level 5 (Other)
Big Ideas
4.2 How do
scientists
classify living
things?
Understanding and
Connecting
Big Ideas questions
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 or Socratic
Dialogue; Group ICT
presentation of
responses
Analyse – ICT research
and presentation or
class or group
discussion (use open
discussion techniques)
Evaluate – Mind map,
debate, Q and A session
Create – ICT to prepare
a response Accessing
on-line interactive elearning tools
Web search and
evaluating an on-line
encyclopaedia
Design a scientific
investigation
Use open questioning
techniques.
Web research and ICT
presentation
Formative
assessment using
Worksheet 4.2.
This will elicit the
depth of student
understanding of
the big ideas of the
first part of this unit
with hyperlinks to
websites for
animations,
elaboration and
research.
Using a key –
sharks.
Stimulate interest
and curiosity
(dispositional facet)
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports
Connecting ideas
question
Worksheet 4.2 How
do scientists
classify living
things?
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 online interactive
e-learning tools to assist in
the development of
knowledge and
understanding
Use ICT for visual thinking
to develop understanding
Worksheet 4.2 could be
done as class work,
homework or as a group
collaborative exercise
ICT – interactive web
resources
Oxford Big Ideas Science 1
ISBN 978 0 19 556715 1
© Oxford University Press Australia
5
Section
Learning focus
Learning
experiences
Science skills
Teaching
strategies/
Assessment
Extra resources
VELS Standards
Level 5
(Science)
VELS Standards
Level 5 (Other)
4.3 What kind
of living thing
am I?
Creating a
classification system
for animals
Zooming in:
‘Whopper’ giant squid
washes ashore in
Australia
Tapping in to everyday
experiences
Animated skeleton
– watch an animal
running
Experiment 4.3:
Examining skeletons
Observation and
recording data
appropriately
Group work – use
assigned roles to
group members –
reporter, manager,
resource /
materials manager,
recorder. Use open
questioning
techniques
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
The Linnaean
classification system
Vertebrates
Invertebrates
Experimenting
Questions: What do
you know about
classifying animals?
Questions: What do
you know about the
Linnaean
classification system?
Practivity 4.8: Who
are the vertebrates?
Practivity 4.9: Local
exploration
Zooming in: The
enigma of the echidna
Questions: What do
you know about
vertebrates?
Could be done at
home or as group
work
Many opportunities
to use ICT
animations and
simulations
Could be done as
group work with
web based
research – present
answers using ICT
Classification
system
Vertebrates video
The five major
vertebrate groups
video
Video on the
echidna
Stimulate interest
and curiosity
(dispositional facet)
Use graphic organisers to
structure thinking
processes and assist in
constructing knowledge
Develop reasoning
and critical thinking
(cognitive facet)
Access online interactive
e-learning tools to assist in
the development of
knowledge and
understanding
Develop creativity
and problem
solving (operational
facet)
Use ICT for visual thinking
to develop understanding
Group activity and
individual work
Practivity 4.10:
Identifying
invertebrates
Questions: What do
you know about
invertebrates?
Oxford Big Ideas Science 1
ISBN 978 0 19 556715 1
© Oxford University Press Australia
6
Section
Learning focus
Learning
experiences
Science skills
Teaching
strategies/
Assessment
Big Ideas
4.3 What kind
of living thing
am I?
Understanding and
Connecting
Big Ideas questions
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 or Socratic
Dialogue; Group ICT
presentation of
responses
Analyse – ICT research
and presentation or
class or group
discussion (use open
discussion techniques)
Evaluate – Mind map,
debate, Q and A session
Create – ICT to prepare
a response Accessing
on-line interactive elearning tools
Web search and
evaluating an on-line
encyclopaedia
Design a scientific
investigation
Use open questioning
techniques.
Web research and ICT
presentation
Formative
assessment using
Worksheet 4.3.
This will elicit the
depth of student
understanding of
the big ideas of the
first part of this unit
with hyperlinks to
websites for
animations,
elaboration and
research.
Connecting ideas
question
Worksheet 4.3 What
kind of living thing
am I?
Extra resources
VELS Standards
Level 5
(Science)
VELS Standards
Level 5 (Other)
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
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 online interactive
e-learning tools to assist in
the development of
knowledge and
understanding
Use ICT for visual thinking
to develop understanding
Worksheet 4.3 could be
done as class work,
homework or as a group
collaborative exercise
ICT – interactive web
resources
Oxford Big Ideas Science 1
ISBN 978 0 19 556715 1
© Oxford University Press Australia
7
Section
Learning focus
Learning
experiences
Science skills
Teaching
strategies/
Assessment
Extra resources
VELS Standards
Level 5
(Science)
VELS Standards
Level 5 (Other)
Digging deeper
Research, review
and reflect
Research topics
Applying understanding
to a new context
Research skills use a variety of
resources including
web searching.
Communicate
ideas in a variety of
formats – posters,
oral presentations,
and graphics, multimedia; interview
experts using
internet etc. Group
or individual work.
Website: 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
Key words
Me, My world, My
future reflection
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
Diagnostic
assessment using
the Student selftest to identify level
of student
understanding
Transferring
Ideas
Transferring Ideas:
Life in the arid zone
Transferring
knowledge
Research topics
Student reflection
on skills acquired
and development
of understanding of
the concepts and
big ideas of this
unit.
Summative
assessment –
Chapter test
Oxford Big Ideas Science 1
ISBN 978 0 19 556715 1
Access online interactive
e-learning tools to assist in
the development of
knowledge and
understanding
Anangu people –
food and
environment
Life in arid
environment
Use ICT for visual thinking
to develop understanding
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports
Website: Chapter
test
© Oxford University Press Australia
8