Teaching program— Part 3: Systems
All about me: What kind of living system am I?
Section
Learning focus
Learning
experiences
Science skills
Teaching
strategies/
Assessment
Extra resources
VELS Standards
Level 5
(Science)
VELS Standards
Level 5 (Other)
Chapter
opening mind
map
Introduction to the
human body as an
amazing structure
with systems
working separately
and together – 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) or
Socratic dialogue
* Graphic
organisers at this
site
Stimulate interest
and curiosity
(dispositional facet)
Develop communication
skills of listening, viewing
and responding in all
activities in this unit
Big questions:
5.1 What are
some of my
major systems?
5.2 How do my
systems change
over time?
5.3 How does
my body move?
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
Q and A worksheet
to identify any
misconceptions
(use open
discussion
techniques)
Diagnostic
assessment –
listening to student,
discussion and
identifying
misconceptions
that will need to be
dealt with by asking
probing questions
and eliciting
student
understanding
Oxford Big Ideas Science 1
ISBN 978 0 19 556715 1
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
© Oxford University Press Australia
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.
Section
Learning focus
Learning
experiences
Science skills
Teaching
strategies/
Assessment
Extra resources
VELS Standards
Level 5
(Science)
VELS Standards
Level 5 (Other)
5.1 What are
some of my
major
systems?
The human body
systems
Practivity 5.1: Brown
paper body
brainstorm
Communicating ideas
Group work
strategy used to
answer questions
posed by the
practivity
Resources on the
human body
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports
Could use
cooperative
learning strategy
e.g. Think, Pair,
Share
Muscles and
endurance
Make systematic
observations and
interpret recorded
data appropriately,
according to the
aims of the
investigation
Fresh Ideas: Creating
Venn diagrams
Zooming in – the
body snatchers
Questions: What do
you know about
human body
systems?
Use ICT interactive
games to practise,
to introduce ideas
or to elicit prior
understanding
Organs –
interactive game
All the systems –
very detailed with
animations,
quizzes and
puzzles – needs
Flash 5
Develop reasoning
and critical thinking
(cognitive facet)
Develop creativity
and problem
solving (operational
facet)
Creating bionic
muscles
Group work – use
assigned roles to
group members reporter, manager,
resource /
materials manager,
recorder. Use open
questioning
techniques.
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
Many opportunities
to use ICT
animations and
simulations
Use ICT –
interactive websites
Whole of class
discussion and
concept map or as
group work (use
open questioning
techniques)
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
5.1 What are
some of my
major
systems?
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 – Could be
done as a debate;
Socratic dialogue; class
or group discussion
(use open discussion
techniques)
Evaluate – Mind map,
web based research
with ICT presentation
Create – Creative
writing to demonstrate
ability to apply
understanding
Formative
assessment using
Worksheet 5.1.
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 5.1 What
are some of my
major systems?
Extra resources
VELS Standards
Level 5
(Science)
VELS Standards
Level 5 (Other)
Stimulate interest
and curiosity
(dispositional facet)
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports
Develop reasoning
and critical thinking
(cognitive facet)
Develop creativity
and problem
solving (operational
facet)
Expand knowledge
and apply the
concepts, theories
and principles
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 5.1 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
Extra resources
VELS Standards
Level 5
(Science)
VELS Standards
Level 5 (Other)
5.2 How do my
systems
change over
time?
What is my skin for?
Practivity 5.2:
Waterproofing
Thinking, problem
solving and
communication skills
Group work – use
assigned roles to
group members reporter, manager,
resource /
materials manager,
recorder. Use open
questioning
techniques
Animations and
information on the
skin
Students use the
particle model to
explain structure
and properties of
matter
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports
Anatomy of skin
Skin problems
Zooming in: Skin
grown in a dish
Practivity 5.3: Pores
and sweating
Questions: What do
you know about what
your skin is for?
Experiment 5.1:
Examining skin
Practivity 5.4: Make a
model of skin
anatomy
Fresh Ideas:
Gathering data
through the senses
Many opportunities
to use ICT
animations and
simulations
Could be done as
group cooperative
work and webbased research
Group work – use
open questioning
techniques
Experiment 5.2:
Measuring skin
sensitivity
Sweating video
Video: components
on the skin
The skin as a
sense organ animation
Puberty demo:
video
Make systematic
observations,
hypothesise and
interpret recorded
data appropriately,
according to the
aims of the
investigation
Common skin
conditions video
Stimulate interest
and curiosity
(dispositional facet)
The sun’s effect on
the skin – excellent
video
Develop reasoning
and critical thinking
(cognitive facet)
Skin Cancer –
information +
animation
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
Cancer council melanoma
Questions: What do
you know about the
anatomy of skin?
Literacy lab: A tan to
die for
Questions: What do
you know about skin
problems?
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
Big Ideas
5.2 How do my
systems
change over
time?
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 e.g. Think,
Pair, Share
Analyse – Socratic
Dialogue or debate;
Group ICT presentation
of responses or debate
ICT research and
presentation or class or
group discussion (use
open discussion
techniques)
Evaluate – Research
ICT based, survey
Create – Using a
technique to calculate
skin area
Formative
assessment using
Worksheet 5.2.
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.
Connecting ideas
question
Worksheet 5.2 How
do my systems
change over time?
Extra resources
VELS Standards
Level 5
(Science)
VELS Standards
Level 5 (Other)
Stimulate interest
and curiosity
(dispositional facet)
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports
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 5.2 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)
5.3 How does
my body
move?
Muscles
Practivity 5.5:
Exploring Muscles
Tapping in to everyday
experiences
The muscular
system – excellent
animation
Questions: What do
you know about
muscles?
Experimenting
Inquiry
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
Zooming in – The
Ancient Greeks –
fitness freaks?
Group work – use
assigned roles to
group members reporter, manager,
resource /
materials manager,
recorder. Use open
questioning
techniques
Muscles in motion
Bones and joints
Systems work
together to make
movement
Experiment 5.3:
Looking at muscles
Using models
Observation and
recording data
appropriately
Many opportunities
to use ICT
animations and
simulations
Questions: What do
you know about
muscles in motion?
Video on skeletal
muscles – their
structure and the
effect of exercise –
how muscles
contracts
Kicking a soccer
ball – animation
showing muscular
interactions
Muscle types
video
Practivity 5.6: Making
a moving model
How the arm
moves – animation
Practivity 5.7: Build a
skeleton model
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
Skeletal system –
parts of the
skeleton video
Practivity 5.8:
Examining bones
Axial skeleton and
the vertebral
column
Questions: What do
you know about
bones and joints?
Videos on bones –
caring for them and
problems:
Osteoporosis and
osteoarthritis
Literacy lab: Safety
fears as child obesity
war shifts to the gyms
Skeleton game
Online reaction
rates activity
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
Extra resources
VELS Standards
Level 5
(Science)
VELS Standards
Level 5 (Other)
Big Ideas
5.3 How does
my body
move?
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 – Individual or
group work
Analyse – Research
Evaluate – Construct a
questionnaire
Create – Creative
writing; Use ICT to make
an animation; Create a
role play animation
Formative
assessment using
Worksheet 5.3.
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.
How muscles work
– games and
quizzes
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
Connecting ideas
question
Worksheet 5.3 How
does my body
move?
Soccer kick
Video showing how
the body reacts
and coordinates –
shows a response
to pain
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 5.3 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:
The sensory system
Transferring
knowledge
Research topics
Student reflection
on skills acquired
and development
of understanding of
the concepts and
big ideas of this
unit.
Access online interactive
e-learning tools to assist in
the development of
knowledge and
understanding
Website: Chapter
test
Nervous system
quiz
Expand knowledge
and apply the
concepts, theories,
principles and
models
Use ICT for visual thinking
to develop understanding
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports
Summative
assessment –
Chapter test
Oxford Big Ideas Science 1
ISBN 978 0 19 556715 1
© Oxford University Press Australia
8