Y
E
A
R
1
2
S
E
M
T
E
R
M
1
2
3
4
TEACHING UNIT
H
O
U
R
S
KEY
CONCEPTS
&
IDEAS
ASSESSMENT
CATEGORY & CONDITIONS
TASK
U
B
I
B
E
B
I
Introductory Biology
Cells and Organelles, Cells and Organs, Classification and
Diversity
Aqueous Systems
Freshwater and Marine Systems – Modelling System including cells and their requirements, organism requirements, food chain/webs, populations and ecosystems
Field Work
– Underwater World – 5 hours
Mon Repos Turtle Rookery – 2 hours
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
28
1 – 5
1,2,3,4,5, 6, 7,
8, 10, 11,12,
13,14,15,16,
20,26
2, 3, 4, 6
1,3,4,5,6,7,
10,11, 12, 13,
14, 15, 17,
18, 20, 21, 23,
26
Extended Experiment
Investigation
Time Allocated: 6 weeks
Presentation 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)
Journal and Scientific
Report (Presented as
Science Fair Poster or
Powerpoint
Presentation) with
Examination
DPI or CRC Project
1-
3
1-
3
1-
5
1-
5
1-
4
1-
4
Sports Science
Cells; Skeletal and Muscular Systems;
Energy Acquisition and Nutrition; and
Biomechanics and Prosthetics
Field Work
– Physiotherapist 0.5 hours
Bundaberg Swim Academy – 1 hour
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
28
1, 2, 5
1,2,3,4,6,7,8,1
0,11,16,20
1, 2, 3, 5,6
1, 3, 6, 7, 8, 9,
10, 11, 12, 14,
15, 16, 17, 19,
21, 23, 24, 26
Extended Experimental
Investigation + Written Task
Time Allocated: 6 weeks
Presentation Format: Powerpoint
Group Work
Student Ownership: Journal with
Check Dates
Written Task
Time Allocated: 2 x 90 minute examinations plus a 3 weeks block for the booklet
Format: Examination
Submission of Booklet
Individual Work
Student Ownership: Supervised
Examination and own data in the booklet
Extended Response +
Written Task
Allocated: 4 weeks
Presentation Format: Optional but suggested essay or Powerpoint
Submission of all notes and research materials
Individual Work
Student Ownership: Multiple check-dates, draft submissions and student interviews
Supervised
Examination and
Biomechanics
Booklet
Stimulus Response
(Antarctica) with Collection on
Diseases
1-
3
1-
3
1-
5
1-
5
1-
4
1-
4
1
-
6
-
1
6
A
V
MAN.
SKILLS
Syllabus p14)
1
– 6
-
1
6
1, 2, 3, 4,
5, 6
-
1
6
1, 2, 5, 6
4, 5, 6

3
4
5
Enhancing Performance
Cells and Organ requirements, Circulatory and
Respiratory Systems and Homeostasis
Systems Fitness and Failures, The Cutting Edge: Drugs in
Sports and Sports Psychology
Field Work – Fitness Assessment City Fit Gym 2 hours
6
7
8
Social Genetics
Traditional Genetic including Mendel’s Laws
Modern Biotechnology (Biotechnology Australia Online) and Reproductive Technologies
Genethics - http://www.genecrc.org/site/lc/lc3cb7.htm
Field Work – CSIRO and CRC – 5 hours
Bundaberg IVF – 0.5 hours
Ecotourism
Ecosystems, their strengths and their fragility; Ecotourism and its impact
Field Work – 8 hours over 2 days
Evolution and the Primates
Natural Selection, Darwinism, Neo-Darwinism, Evidence for Hominid Evolution
Computer Simulations in Evolution
28
28
28
28
1, 2, 4, 5
1,2,3,4,6, 7, 8,
10, 11, 16, 20
1, 3, 4, 6
5,16, 17, 18,
21, 22, 23, 24,
26
3, 4
4, 6, 7,9,
11,12, 13, 14,
15, 16, 20, 21,
26
3, 4, 6
7, 9, 11, 12,
14, 15, 16, 19,
20, 21, 22, 23,
24, 25, 26
Extended Experimental
Investigation + Written Task
Allocated: 4 weeks
Submission of all notes and research materials
Individual Work
Student Ownership: Multiple check-dates, draft submissions and student interviews
Extended Response
Allocated: 4 weeks
Submission of all notes and
Research materials
Individual 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 Response using Field
Data Analysis with
Environmental Impact Study
Allocated: 4 weeks
Submission of all notes and
Research materials including
Field Data
Individual Work
Student Ownership: Weekly
Check dates, draft submissions
Written Task
Allocated: 3 weeks
Submission of all notes and
Research materials including an annotated bibliography
Individual Work
Student Ownership: Weekly
Check dates, draft submissions
Journal and Scientific
Report with
Examination
1-
3
1-
5
1-
4
Extended Response
Essay and Seminar
Presentation
Multimedia
Presentation Power
Point with Oral and Written Task
An article for Qld
Science Teacher evaluating Internet resources (including simulations, animations, and games) on evolution
& misconceptions
1-
3
1-
3
1-
3
1-
5
1-
5
1-
5
1-
4
1-
4
1-
4
-
-
-
-
1
5
1, 2, 4, 5
1
6
1
6
1
5
4, 5, 6
3, 4, 5, 6
5

ST.
1
2
ASSESSMENT TASK
Aqueous System (EEI)
Agriculture (EEI + WT)
Sport Science (WT)
Health (ER + WT)
MONITORING LOA
3
Enhancing Performance (EEI
+ WT)
Social Genetics (ER Essay)
Ecotourism (ER with Field
Data Analysis)
4
VERIFICATION
LOA
Evolution and the Primates
(WT
– Collection and Article)
A 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 -
UNDERSTANDING BIOLOGY
YR 11 STANDARD
EXIT LOA EXIT STANDARD
End – Semester 1 Reporting
End
– Semester 2 Reporting
End
– Semester 3 Reporting
EXIT
VERIFICATION STANDARD
UB IB EBI
YR 11 STANDARD
VERIFICATION STANDARD
LOA
INVESTIGATING BIOLOGY
EXIT STANDARD
EVALUATING BIOLOGICAL ISSUES
YR 11 STANDARD
EXIT STANDARD
VERIFICATION STANDARD

(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 things
Unit
Organisation
and Length
Introductory Biology
(3 week)
What are cells?
What are organelles?
Microscopes
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 results in continual change at all levels of the natural world.
5. There are processes which maintain dynamic equilibrium at all organisational levels
Key
Ideas
1
2
3
Learning Experiences
and Resources
Discussion of the meaning of contextual learning and the responsibilities of each member of the class in the learning process.
Powerpoint on the Scientific Method
Students View Brain Pop Animation as an introduction to cells
BrainPop – 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 form
Microscopic Pictures of Cells
Cells Lab Pictures
Teacher demonstrates correct use of:
A monocular microscope
A video microscope and a
Digital microscope
Student Activities
Including: Use of research texts, CDs, Practicals, Use of a variety of Technologies, Videos and Excursions
Expectations of a Biology Class PowerPoint
How to write a Scientific Report
How 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 structures
Gizmo on Cell Structure - Launch Gizmo
Students use the microscopes to observe and draw a variety of prepared
Specimens under various magnifications
(Homework Sheets: Optical Microscopes ; Electron Microscopes )
Manipulative
Skills
1,5
General Objectives
UB IB

1 – 3
EBI AV

1 – 6

Classification
Fundamentals important to cell functioning
Membranes
Diffusion
Osmosis
4
5
Mitosis
Putting the Cell
Together
Organisms – how they are constructed
“Life’s Hierarchical
Order
”
6
26
Explore the importance of a cell membrane and the concepts of diffusion and osmosis power point
Web Animation Link –
Membrane Transport http://www.stolaf.edu/people/giannini/ biological%20anamations.html
Clickview: Keeping it all together: Cell
Membrane
BrainPop – Science - Mitosis
Gizmo 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 living
Things (33mins)
Student complete worksheets on: The Structure of Membranes and
The role of Membranes in cells
Practicals
Osmosis and Diffusion (B)
The Structure of a Cell Membrane
Vernier — 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 Osmosis
Students 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 Gizmo
Osmosis - Launch Gizmo
Students 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
Growth
Students 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
Practicals
Microscopy of animal and plant cells
Students will view classification as a human interpretation
–
Venn Diagram
1
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
03 kingdom protista ; 04 kingdom fungi
07 overview of kingdom animal ;
;
; 02 Kingdom Monera
05 overview of kingdom plant
08 invertebrates ; 09 vertebrates )
;
Manipulative
Skills
6
UB IB

1
– 5
EBI AV

1,2,3

Requirements for
Freshwater
Organisms
(4 weeks)
Eco-Tank EEI
(The water test, water
Changes, 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
4,13
7,10
7, 10, 12,
20, 16,
15, 9
12
Teacher summation with a Powerpoint
Compare and contrast the Kingdoms
Power Point – Classification System
Homework Sheets:
Practicals
Practicals
The new tree of life
Features of taxonomic groups
Classification System ;
Maintain an Aquarium (in small groups); Collect data on Biotic factors and adjust levels as required
;
; The Species Concept
Features of the Five Kingdoms
Classification Keys
Building a (SET UP TANKS IN WEEK ONE) Aquarium
;
;
Dichotomous Keys
Practice Key Making
Using 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)
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 reading
While working with groups on water tests
(Resources: Moffatt et al — An
introduction to Marine Studies – Ch15 –
Aquariums)
Students organise themselves into groups of 3
Students set-up Eco-tank base and add water
Students read Chapter 15 Aquariums Booklet and Answer Questions 1 to 18
Students work in small groups to learn how to carry out various tests
— “Eco-Tank”
Manipulative
Skills
Keep daily record (Scientific Log Book) and Present a Scientific Report on the Project – including risk assessment on all chemicals.
Clickview: Energy in Ecosystems
(25 mins)
Students view movie and complete worksheet
Teacher uses PowerPoint on Students utilise an internet search to investigate the importance of the
Nitrogen Cycle to illustrate one of the various factors that are vital in maintaining the
Eco-tank
Teacher uses animation to introduce:
BrainPop
BrainPop
– Science – Food Chain
– Science - Ecosystem
Gizmo on Food Chain -
Ecosystems and
Human Influence Overview
Pictionary Ecology
Launch Gizmo
game in small groups
bio-filtration, oxygen levels, carbon dioxide levels, water agitation, water changes and any other key factors
(Homework Sheets: 01 Introductory Ecology Terms ; 03 Cycles in Nature
04 Changes in Nature ; Cloze biotic relations ; Cloze changes in nature
Cloze cycles in nature )
Student completes
Graphic Organiser
02 Food Chains and Webs worksheet and
– 5 level chain – to construct a food chain
Complete 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
6
1-6
UB
1 – 3
IB
1-5
EBI
AV

1
– 6

Requirements for
Marine Organisms
(2 Weeks)
Students as Teachers
Underwater World
Population Pressures
Fishing Industry
Practicing the
Evaluating Biological
Issues general objective
15
14
6
11
Identify key structures of a fish
Cross-age tutoring to explain the younger
Students 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 Fisherman
Comment on critically the impact of the zone regulations on the fish industry
Discriminate fact from opinion
Practicals
Fish 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 Resources
Humane Education Loan Program
Program Dissection works V 3.0.1
Video 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
Manipulative
Skills
2, 4, 5 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 Regulation
Population Growth ; Population Growth Curves; Growth in a bacterial population
Population Age Structure ; Species Interactions ; Predator-prey Strategies
Predator-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 for
Professional 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.
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
2-6
UB
1-3 Question?
What factors effect the growth of plants?
(assignment work through-out unit – at least 10 mins.
Per lesson)
Plant Physiology
(2 weeks)
6
7
3
20
16
26
6
7
10
21
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
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 Computer
Powerpoints
Roots
Transpiration
Concept Map on
Transport in Plants
Web Animations
What factors effect the growth of plants?

A Journal outlining each Practical and supportive notes
A Scientific Report detailing your experimentations with one factor or a combination of factors effecting plant growth e.g. Insects and Mungbeans; Sugar Cane Research
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 Plants
Leaf Structure; Stem Structure; Xylem and Phloem; Root
Structure; Uptake in the root; Gas exchange in Plants; Gas exchange and stomata; Transpiration; Translocation
Graphic Organiser – star/concept map on plant structure and function
Students 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
General Objectives
IB
1-5
1-5
EBI
1-4
AV
1-6
1-3

Photosynthesis
(2 weeks)
4
6
7
10
12
Photosynthesis
BrainPop – Science -
Photosynthesis
Concept Map on
Photosynthesis
Web Animation Link
Photosynthesis
Light Dependent
Light Independent
Animation
Test
CD Practicals
Plant Structure Prac
Examination of Plant Tissues
Plant Stems and Roots
Xylem
Stomata and Determining the density of stomata
Leaf Structure and Transpiration
Water Loss by two species of plants or Rate of Transpiration
Or
Biology 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
CD
03 plant_physiology_questions
04 plant_physiology_answers
Students will use clickview as the springboard for this unit:
Clickview
Teacher 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
Biozone
Photosynthesis; Pigments and light absorption; The biochemistry of photosynthesis; Photosynthetic rate; Adaptations for
Photosynthesis; CD - Diagtest_photosynthesis
Practicals on CD
Conditions for Photosynthesis
Separation of Chloroplast Pigments (Chromatography prac)
Respiration
Biology with Calculators – Ex 7 – Photosynthesis
Or Ex 31 Photosynthesis and Respiration
Science Interactives – Exploring Science
Gizmo on Photosynthesis Activity A - Launch Gizmo
And Activity B - Launch Gizmo
Manipulative
Skills
1
2
6
UB
1-3
4,6 1-3
IB
1-5
1-5
EBI AV
1-3
1-4

Reproduction
(2 weeks)
5
6
17
Teacher will demonstrate a flower dissection.
Brainpop.com
Science - Plant Growth
Science - Plant Pollination
Excursion to Investigate Plant
Tissue Culture industries in
Bundaberg District.
Aust chilli Excursion
Bundaberg City Council
Botanical Gardens Workshop
Cuttings 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; Fruits
Seed Structure and Germination; Flowering and Dormancy
Plant Propagation
Students 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 Questions
03 plant reproduction
06 plant_reproduction_questions
07 plant_reproduction_answers
Other optional practicals:
CD Practicals
Floral Structure; Monocots and Dicots; Enzyme Action in
Germinating Seeds; Reproduction in Angiosperms
6
2,6
Manipulative
Skills
UB
1-3
IB
1-5
EBI AV
1-4

Traditional
Practices and current concerns
(2 weeks) 10
11
12
13
20
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
Powerpoints
Fertilizers
Pesticides
Soil
Hormones
Intensive Farming Practices
Growth Responses
Web Animation Link
Plants 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 Productivity
Plant Mineral Nutrition
Agricultural Ecosystems
Pesticides and Bioaccumulation
Soil Degradation
Plant responses
Investigating Phototropism
Investigating Geotropism
Plant Rhythms
Auxins, gibberellins and ABA
Investigating Gravitropism
Graphic Organiser – Star on Plant Tropisms
Integrated Pest Management and Agricultural Arable Farming
Biological Control
GMO’s
GM Plants
The 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_tropisms
Diagtest_plant_tropisms
Optional CD Practicals
Effects of Minerals on Plant Growth
Sensitivity of Shoots to Light
Hormonal Influence on Growth (Question 2 pertain to plant growth – Questions and Answers)
Science Interactives – Exploring Science
Gizmos – Seed Germination - Launch Gizmo
Pollination – Launch Gizmo
6
4,5,6
1-3 1-5 1-4 1-6

New Farming
Practices
(1 week)
12
14
26
15
18
21
23
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 Food
ClickView: Reading Food Labels – GM Foods 1:06 to 3:44 mins
Gene Tech Tapes Part 5 (24 mins)
Graphic Organiser – PMI on GMOs
Manipulative
Skills
UB
1-3
IB
1-5
EBI
1-4
AV
1-6

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 things
2.
Multi-cellular organisms are functioning sets of interrelated systems
5.
There are processes which maintain dynamic equilibrium at all organisational levels
Unit
Organisation and Length
Specialisation of
Cells
(1 week)
Biological
Molecules
(1 week)
4
1
2
3
Key
Ideas
Learning Experiences;
Resources and CCEs
Introduction
Cells
BrainPop – Health - Cells
BrainPop – Science - Cell Structures
Organelles – Mitochondrion
BrainPop – Science –
Cell Specialisation
Cell Types – Bone and Muscle cells
Teacher will outline the importance of Biological Molecules in The
Chemistry of Life
Powerpoint Resources
Macromolecules Tutorial http://www.whfreeman.com/thelifewi re6e/con_index.htm?03
Powerpoint on Enzymes
Web Animal Link
Enzyme Substrate Reaction
Enzyme Catalysis http://www.whfreeman.com/thelifewi re6e/con_index.htm?06
Student Activities
Including: Use of research texts, CDs, Practicals, Use of a
Variety of Technologies, Videos and Excursions
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
Practicals
Investigate Bone and Muscle cells using Microscopy
Vernier – 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)
Biozone
Biological Molecules ; Carbohydrates ; Lipids ; Amino acids ; Proteins
Practicals: Biochemical tests
Graphic Organiser – star – on Biological Molecules and their functions
Enzymes ; Enzyme reaction rates
Graphic Organiser – concept map on rates of reactions including theory of collision, temp, concentrations, pH and enzymes
Manipulative
Skills
1,5
UB
1-3
General Objectives
IB
1-5
EBI AV
2,3

7
8
4
10
Nutrition
(1 week)
Energy Acquisition and Nutrition
(4 weeks total)
Digestion
(1 week)
Own Nutrition
(1/2 week)
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 digestion
BrainPop - Digestion
BrainPop – Digestive System
Powerpoint on Digestion
Dissections
Virtual Resources http://froggy.lbl.gov/cgi-bin/dissect http://www.umanitoba.ca/faculties/sci ence/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 Tutorial
Digestive System
Insulin and Glucose Regulation
Clickview Resources:
Food Facts and Myths (15mins) + worksheet
Checking out fast food (20mins)
Section 7 and 8
Body Systems – the digestive system
– section 6 and 7
Nutrients and their actions
BrainPop – Health - Nutrition
Invite a guest speaker – Nutritionist or GP to discuss diet and its impacts for growth in the adolescent years
Nutritionists 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-source http://www.schoolscience.co.uk/content/4/biology/abpi/digestion/index.html
There 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 diseases
Dietary 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) + worksheet
Students will highlight items of interest within topics from the list below
2
UB
1-3
IB
1-5
EBI
1-4
AV
1-5

Sports Nutrition
(1/2 week)
Energy Systems
(1 week)
4
10
16
20
Skeletal System
(1 week)
6
Biomechanics
(4 week)
Including prosthetics
16
6
7
10
11
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 http://www.ais.org.au/nutrition/FuelFactSheets.asp
http://www.ais.org.au/nutrition/HotTopics.asp
http://www.ais.org.au/nutrition/SuppFactSheets.asp
Clickview: Sport and Nutrition 29 mins + worksheet
Factors affecting performance – nutrition and sport (31 minutes)
Students will watch clickview on energy
All 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 skills
Vernier – Biology –
Ex 1 Energy in Food
Ex 6A/B Enzyme Action – Testing Catalase Activity
Ex 16 Effect of Temperature on Respiration
Ex 17 Aerobic Respiration
Digestion of Starch and Protein Digestion
Science Interactive – Exploring Science
Gizmos on Identifying Nutrients - Launch Gizmo
Investigate the function of the bones in the body
Concept Map on Support
BrainPop – Health –
Muscles and the Skeleton
Powerpoint on Protection, Support and Locomotion Systems
Web Animation and Tutorial
Molecular Mechanism of Muscle
Contraction http://www.northarundel.com/aniplay er/
Excursion to Physiotherapist
(overview of biomechanics)
Excursion to Bundaberg Swimming
Academy to outline specific biomechanics of various strokes
Excursion to Bargara Golf Club –
Biomechanics of Golf
Teacher facilitates module activities
Video 119
Video 147
Practical
– Body Atlas Series – Muscle and Bone (25 mins) or
– Vital Systems – Movements (15 mins)
Dissection of a Cane Toad or Virtual Dissection
Focus on Skeleton, Muscles; Dissection of Bone
(do the demo for free)
Students write a summary on the mechanism of muscular contraction
Click View:
Biomechanics (25 mins) and worksheet
Hitting the Ball: Biomechanics (25 mins) + Teacher Notes
The Biomechanics of throwing
Biomechanics – a science module for senior secondary students
Students conduct various experiments in module
Research and report to class ( research folder )
6
6
Manipulative
Skills
2
UB
1-3
1-3
IB
3,4,5
EBI
1-4
AV
1-5
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 Key Learning Experiences; Student Activities Manipulative
Skills
Organisation
Human Pathogens and
Parasites
(Microbiology,
Bacteriology and
Pathology)
(2 weeks)
Ideas
1
3
9
15
16
17
23
26
Resources and CCEs
Video 141 – Behind the News
Special – Health (15 mins) – Good
Introduction for Discussion
BrainPop
Bacteria
Viruses
Powerpoint
CD – 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-source http://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
UB
1-3
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 Diseases
Graphic Organiser – Star/Concept Map on Entry Portals to the Body
General Objectives
IB
1-5
EBI
1
AV
1-3

The Immune System
(2 weeks)
Practicals
Techniques for microbiology
Micro-organisms around us
Koch’s postulates
Culturing Bacteria
Culturing Bacteria in different media
CD – Biological Animations – Health – Streak method of agar plates - macromedia
Exploring Science Interactive
Gizmo – Disease Spread - Launch Gizmo
Gizmo – Virus Lifecycle - Launch Gizmo
6-8, 10, 11 Teacher presents brainpop on the immune system and advance immune.
Guest Speaker
General Practitioner – to discuss the body’s defensive mechanisms
Immunology Web Site http://www.biology.arizona.edu/imm unology/immunology.html
Web Link http://www.cancerresearch.org/immu nology/imdefenseadhum.html
http://www.cancerresearch.org/immu nology/imdefenseadcell.html
http://www.northarundel.com/aniplay er/
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 Phagocytes
Inflammation ; Fever ; The Lymphatic System
Acquired Immunity ; The Immune System ; Antibodies
Human Immune System e-source http://www.schoolscience.co.uk/content/4/biology/abpi/immune/index.html
There are 11 pages in this electronic resource (e-source):
1.
Introduction
2.
Pathogens and disease
3.
4.
Barriers to infection
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 system
Use the Web Link to support your task
CD – Biological Animations – Health – HIV gif
CD – Powerpoints – Health – Immune System
4,5
UB
1-3
IB
1-5
EBI
2,3
AV
1-3

Social Health
(2 weeks)
Health Enhancing
Decisions
(1 week)
Antarctic Death
(3 weeks)
9
10
12
15
16
17
26
14
15
19
24
10 14
The Blood Bank Excursion
( Australian Red Cross
Web Link )
Friendlies Hospital Excursion
The Rise of Antibiotic Resistance
Web Link http://www.hhmi.org/biointeractive/A ntibiotics_Attack/frameset.html
Resources:
AIDS Powerpoint
CD – Powerpoints –
Biotechnology Aust. Online –
Resources – Interactives – Bird Flu
Brainpop on AIDS, SARS, Avian Flu http://www.biotechnologyonline.gov.
au/popups/int_birdflu.cfm
HIV Resource http://www.thebody.com/sitemap.htm
l
Immunization
Brainpop resource on Flu and Flu
Vaccine
Clickview: The last plague Section 8
(5:30 mins)
Set Up the Scene for the assignment on Antarctic Death
Resources available:
Computers in each lab
Journals
Resource Centre
Pathology Texts http://www.nlm.nih.gov/medlineplus/ tutorials.html
Biozone worksheets on Blood Group Antigens ; Blood Clotting and Defence
Graphic Organiser – Decision Making – Giving Blood
Students complete worksheets on The role of health statistics ; The control of
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)
Practicals
Modelling antibodies and their effects
The effect of antibiotics on bacterial growth
The effects of disinfectants or antiseptics
The effect of heat on micro-organisms
Clickview:
Superbugs: a case study of natural selection (20 mins) + worksheet
The Rising Threat of Infection Disease (30 mins)
Clickview: Confronting Epidemics: 3 case studies (22 mins) + worksheets
Students are to choose one of the following topics to investigate:
AIDS, SARS, Avian Flu
SARS e-source: http://www.schoolscience.co.uk/content/4/biology/abpi/diseases/disease7.html
Movie: DVD – Virus or Outbreak
HIV – a global challenge http://www.schoolscience.co.uk/content/5/biology/mrc/hiv/page1.html
Students view the flu and vaccine resource as a class, and then complete worksheets on Immunization , Types of Vaccines
Students view vaccine research
Engineering Antibodies http://www.schoolscience.co.uk/content/5/biology/mrc/4/page1.html
Antarctic Death Assignment Part One and Part Two
Graphic 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
Manipulative
Skills
Manipulative
Skills
4
6
UB
1-3
UB
1-3
UB
1-3
IB
1-5
EBI
1-4
AV
1-4
IB
1-5
EBI
1-4
AV
1-6
IB
1-5
EBI
1-4
AV
1-6

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 things
2. Multi-cellular organisms are functioning sets of interrelated systems
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
Cells and Organ
Systems
(1 lesson)
Circulatory System
(1 week)
Systems Fitness and
Failures
4
6
7
10
11
16
1
2
3
Key
Ideas
Learning Experiences;
Resources and CCEs
Explore the idea that each level of biological structure builds on the level below it: organelles ->cells -> tissues -> organs -> systems -> functional organism
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 Pathway http://www.northarundel.com/aniplay er/
Student Activities
Including: Use of research texts, CDs, Practicals, Use of a
Variety of Technologies, Videos and Excursions
Students use Microscope to investigate heart and lung tissue; dissection of pluck; inflation of lungs
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-source http://www.schoolscience.co.uk/content/4/biology/abpi/heart/index.html
There 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
Manipulative
Skills
1
2
UB
1
1-3
General Objectives
IB
2,3
EBI AV
1

Respiratory System
(1 week)
Systems Fitness and
Failures
4
6
7
10
11
16
Homeostasis
(1 week)
8
10
20
What is Fitness?
(1 week)
Enhancing Performance
Fitness for your sport
(4 weeks)
16
Ethics, Issues and
Concerns in Enhancing
Performance
(1 week)
6,7
10, 14 er/
Gather information on the normal functioning human respiratory system 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/aniplay
Clickview: Body Systems – Section 5 on Respiratory System (4:01 mins)
Breathing and Asthma e-source http://www.schoolscience.co.uk/content/4/biology/abpi/asthma/index.html
There are 8 pages in this electronic resource (e-source):
1.
2.
7.
Gas exchange
3.
Breathing
4.
Asthma
Quiz
The respiratory system
5.
Treating asthma
6.
Artificial lung
Practical: Students are to complete this web task and observe the animation files prior to completing a lamb’s lung inflation and dissection
.
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 http://www.northarundel.com/aniplay er/
Resources:
Improving Physiological Capacity for
Physical Activity
Teacher will introduce some of the ethical issues relating to sports science
Respiratory Practicals
Homeostasis General Principles: http://www.scool.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.scool.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.
Clickview:
What is Physical Fitness? Aust. Fitness Series (20 mins) + worksheet
Principles of Training for Fitness (33 mins) + worksheet
Characteristics of Fitness Programs
Excursion: Fitness Assessment City Fit Gym
VOxygen Test on Tread Mill and Body Composition Test
Beep Test – What does it measure? How often? Tracking fitness.
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)
ClickView:
On the Juice: the problems of drugs in sport (27 mins) + worksheet
Individual Differences: Gender, Training and Performance (25mins) + worksheet
Pushing the Limits in Athletic performance (31 mins) + worksheet
4,5,6
4,5,6
2,5
1-3 2
1-3
2,3
2,3
2,3
1-5 3,4
1
1,2
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
UB
General Objectives
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 Topic
Assessment 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 Biotechnology
Handout 1
– Definitions of Biotechnology
Traditional v Modern
Task 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
1
2
3
4
5
1,2

DNA Basics and
Tissue Culture
(1 ½ weeks)
17
18
22
Mitosis and Meiosis
(1/2 week)
5
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 molecule
DNA in action
Genetics to genomics
Human Genetics
Ethics and Implications
Reflecting on Science
Clickview Video: Discovering DNA and Worksheet
Teacher demonstrates skills as required
Powerpoint of each phase in following:
DNA replication
Transcription
Translation
Protein Synthesis
(Clickview on Discovering DNA)
Plant Tissue Culture
Mitosis
Meiosis http://biologyinmotion.com/cell_divi sion/index.html
Students use the Internet to review some cellular basics
Cell Structure
Cell Basics GIF Animation http://gslc.genetics.utah.edu/units/basics/cell/index.cfm
Students investigate the structure of DNA through a variety of sources:
DNA GIF Animation http://gslc.genetics.utah.edu/units/basics/tour/
Students view movie and complete worksheet
Biotechnology Online: DNA zoom interactive
Build a DNA model http://gslc.genetics.utah.edu/units/basics/builddna/
Practicals
Extracting DNA in your kitchen worksheet
How to Extract DNA from anything living
( http://gslc.genetics.utah.edu/units/activities/extraction/
Transcription, Translation and Protein Synthesis Interactives
Translation GIF Animation http://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=957885612 or
BA Online – Plant tissue culture in the classroom
Students will outline the advantages and disadvantage to this type of reproductive technology
Cella Animation
– Mitosis
Cella Animation - Meiosis http://www.cellsalive.com/mitosis.htm
Mitosis Flip Booklet (Homework Activity)
Comparison of Mitosis and Meiosis
4-6
Manipulative
Skills
UB
1
2
3
UB
1
3-5
2
IB EBI AV
IB EBI AV

Biotechnology and the
Agriculture Industry
(1/2 week)
Biotechnology and the
Environment
(1 ½ weeks)
Link
Forensics
(1 week)
16
21
26
23
24
16
24
26
Biotechnology and
Human Impacts
(3 1/2 weeks) http://www.biotechnol
ogyonline.gov.au/hum an/humanuses.cfm
17, 23,
24
Selective Breeding
Organic Farming
Engineered Cotton
Sugar Cane and Biodegradable
Plastics
Transgenic Organisms
Genetically Modified Foods e.g. Canola
Ethics of Genetically Modified
Organisms
Teacher gives students a resource card with a definition and an example of each of the following:
Bioremediation
Biological Control
Extinct 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.
Teacher outlines the importance of the recent biotechnology in policing using newspaper articles.
DNA identification
DNA Fingerprinting
Gel Electrophoresis
Whodunnit? Forensic Scenario
Biotechnology Australia Online
DNA Profiling: http://www.biotechnologyonline.go
v.au/popups/int_dnaprofiling.cfm
Who is my dad?
Is he my son?
GenETHICS Ideas
Teacher gives students a resource card with a definition and an example of each of the following:
Edible Vaccines
Reproductive Technologies
IVF (Excursion to Bundy IVF)
GIFT
Surrogacy
Students select one of the following topics to investigate.
Resources:
Biotechnology Aust. Online
DNA Interactives Software
ClickView Resources: particularly the Gene Tech Clips such as Section 11 and 12 on GMOs (5 mins)
Students work through the following activities and prepare a class debate on the pros and cons of human cloning and therapeutic cloning.
Biotechnology Online
Biotechnology Online – Thylacine Cloning Interactive
Saving the Bilby – Why bother? Worksheet
The Ethical Use of Animals Worksheet
ClickView 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 Dolly
Biotechnology Online - Dog Cloning Interactive http://www.biotechnologyonline.gov.au/popups/int_dogcloning.cfm
Biotechnology Online – Clone your Pet
Ethics Opinion Sheet
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 Interactive http://www.biotechnologyonline.gov.au/popups/int_dnaprofiling.cfm
Practical
Gel Electrophoresis using dyes and Protocol http://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
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 Contraception http://www.schoolscience.co.uk/content/5/biology/mrc/2/page1.html
Students will use clickview resources to investigate some reproductive technologies:
Manipulative
Skills
UB
1-3
1-3
1-3
1-3
IB
2,3
2,3,4 1-4
EBI
1-4
2,3 1-4
1-5 1-4
AV
1-6

Students to work on CRC assignment in class access to computer room is vital for this time
(2 weeks)
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 1
Article – Cause and Effect st
July 2005
CRC website http://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/

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
Ecosystem s
(2 weeks)
Relationships
Key
Ideas
6,7,9,11,
26,
15
16
12
Learning Experiences;
Resources and CCEs
What is an ecosystem?
Why study ecosystems?
Naming ecosystems.
Types and locations of ecosystems
Ecosystems are self-sustaining
Abiotic factors
Biotic factors
Intraspecies and interspecies relationships
Adaptations
Student Activities
Including: Use of research texts, CDs, Practicals, Use of a
Variety of Technologies, Videos and Excursions
Introduction:
Brainpop: Science – Ecosystems
Using the following resources:
(plus the Qld Museum Loans Library – Stradbroke Island Pack)
Specimen Cards :
WOM
Beach
Dunes
Mangrove
Swamp
Woodland
Habitats:
Mangrove
Beach
Dunes
Swamp
Woodland
Investigate the features that distinguish different ecosystems from one another.
Outline the significance of studying ecosystems
Manipulative
Skills
5
UB
General Objectives
IB EBI AV
1-3 3 2

Sampling and
Measuring Techniques
(2 weeks)
Excursions
Coonar Beach
Baldwin Swamp
Fresh Water Swamp
School Forest Plot
Human Impacts
(1 week)
Reef Guardian Schools
Reef Ed
Ecotourism
Fraser Island/South
Stradbroke Island
(2 week)
12, 13, 20,
21
Monitoring Ecosystems
Abiotic and biotic factors effect
Populations, Density, Distribution,
Succession
Coonar Beach
Walk through various ecosystems:
Coastal Heath
Melaleuca Swamp
Salt Flats
Mangroves
Coastal Dunes
Other sampling technique used
21, 14, 26 Research the effects of human activity on natural ecosystems using a
Web Quest
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 Study
Ecosystem Variety
Resort Impact
Camping Impact
Field Data Collection
Organism Identification
Describe how ecosystems are named
Clickview:
Fragile Ecosystems (25 mins) + Teaching Notes
Coastal Dunes (29 mins) + Teaching Notes
Websites:
Ecosystems and Human Influence http://www.biologymad.com/master.html?http://www.biologymad.com/Ecology/ec ology.htm
and on CD
The Virtual Field Trip http://www.internal.schools.net.au/edu/atom/awardtwo/index.html
How to:
Conducting a Waterbug Survey (The Health of Fresh Water)
Big Picture Data Recording Sheet
Field Trip Results Summary
Habitat Health Survey
Transect recording Sheet
Water Testing and Monitoring Water Health Sheet
Stream Habitat Assessment
Salinity
Temperature
Turbidity
Animal Trapping
Ecosystem Health Assessment 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
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
3- 6 2 1-5
1-3 1-5 2
3
1
1-3

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
Resources:
Ecotourism: The Answer or the Problem http://www.arts.monash.edu.au/ncas/teach/unit/tou/tou11wk09.html
Ecotourism Guide for Kingfisher
Ecotourism and Fraser Island
Guidelines for Ecotourists http://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
Action Research Model
Ecotourism 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 EIA
Project Reef –Ed – Library Resource 570.5 PRO – activity 155 – Environmental
Impact Statements and activity 156 – What impact
Resource CD – Year 11 Biology – Fraser Island/Ecotourism folder/resources
Ecotourism Publications - downloadable http://www.tq.com.au/industry/sustainable-tourism/publications.cfm
3
5,6
2
3
4 4-6

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 world
6. There are mechanisms by which characteristics of individuals in one generation are passed on to the next generation.
Unit
Organisation and Length
Population
Genetics
Key
Ideas
Learning Experiences;
Resources and CCEs
Student Activities
Including: Use of research texts, CDs, Practicals, Use of a
Variety of Technologies, Videos and Excursions
Manipulative
Skills
UB
1,2
(2 weeks)
14
23
24
16
21
7
12
9
19
Students view Brain pop Resources on the following:
Natural Selection
Evolution and Natural Selection
Summary notes
CD – Evolution Folder
Students investigate the concepts of :
Biozone Resources :
Adaptations and Fitness
The Modern Theory of Evolution
Darwin’s Theory
The Gene Pool
Factors Affecting the Gene Pool
Gene Pool Exercise
Changes in the Gene Pool
Natural Selection (clickview: Superbugs: a case of natural selection (20 mins) with worksheet
Darwin’s Finches
Industrial Melanism
The Founder Effect
Population Bottlenecks
Genetic Drift
Artificial Selection
The Domestication of Wheat
Clickview Resource: Mechanisms of Evolution (28 mins) with Teacher Notes
General Objectives
IB EBI
1
AV
1,2

11
14
19
The Evidence for
Evolution
(1 week)
21,22
Peppered Moth Simulation
Paper: http://www.biologycorner.com/works heets/peppermoth_paper.html
or
Computer: http://www.biologycorner.com/works heets/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 Frogs
Experiment 1 – Why am I Green?
Experiment 2 – Poisonous Frogs
Experiment 3 – Mimicry
Darwin Pond Download http://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
Students view Brain pop Resources on the following:
Fossils
Fossils Advanced
Tectonic Plates
Students investigate the concepts of (Biozone Resources) :
Dating Fossils
The Fossil Record
DNA Hybridization
Immunological Studies
Other evidence for evolution
Biogeographical evidence
Oceanic Island Colonisers
Homologous Structures
2,3,4,5
1,2 2,3 1,3-5

Evolution
(1 weeks)
21
24
25
26
Teacher Resources - Bizone
Vestigial Organs
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
Students investigate the concepts of :
Genes and Evolution
The Species Concept
Reproductive Isolation
Allopatric Speciation
Sympatric Speciation
Convergent Evolution
Geographical Distribution
Extinction
Causes 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
1
2
2 1,3-5

Hominid Evolution
(3 weeks)
14
20
25
21, 26 Brain pop.com
on Human Evolution
Written Task
Allocated: 3 weeks
Submission of all notes and Research materials including an annotated bibliography
Individual Work
Student Ownership: Weekly Check dates, draft submissions
An article for Qld Science Teacher evaluating Internet resources
(including simulations, animations, and games) on evolution & misconceptions
Students investigate the concepts of (Biozone Resources) :
Primate Groups
Primate Classification
General Primate Characteristics
Human Characteristics
Dating a Prehistoric Site
Bipedalism and Nakedness
Adaptations for Bipedalism
The Development of Intelligence
Hominid Evolution
The Emerging View
Human Evolutionary Models
The Origin of Modern Humans
Cultural Evolution
Palaeolithic Tool Cultures
Mesolithic and Neolithic Cultures
Distinguishing Features of Hominids
Present and Future Human Evolution
Walking with Cavemen – The Complete Series DVD and work booklet http://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
5
1
2
2 1,3-5

15
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/games
Including 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 http://biologyinmotion.com/evol/
Science Interactives – Exploring Science
Gizmo on Natural Selection - Launch Gizmo
Gizmo on the Effects of Environment on New Life Form - Launch Gizmo
Gizmo on the Rabbit Population by Season - Launch Gizmo
Gizmo on Rainfall and Bird Beaks - Launch Gizmo
Video Footage http://science.nhmccd.edu/biol/evolve.htm
3 1,5 1,2