Year 10 – 6 Weeks
Unit of Work – EDST6713
Rhonda Shakir (z3332771)
2012 – Unit of Work
[LET THE GAMES BEGIN!]
Year 10 – Let the Games Begin!
Topic Length: Six (6) Weeks, 3 lessons per week, totalling at 18 x 80 minute lessons.
Background of Class: This context and the ensuing teaching strategies are designed specifically for the needs and abilities of this co-educational Year 10 class
in a comprehensive public high school. A range of students come from non-English speaking backgrounds, with diverse religious and cultural heritages, as well as
many students who originate from a variety of English speaking backgrounds. Several students are Indigenous Australians and some students are from the Pacific
Islands. Moreover, a small number of students demonstrate challenging behaviours, with two special needs students having a hearing impairment. Nevertheless,
many of these students are very capable learners, and excel in sports. As a result, the context of the Olympics brings together these diverse cultures and learning
abilities in a way that not only promotes tolerance and positive values and attitudes towards each other, but also aids in the recognition of the universality of
science, including on the sporting field/track, and its significance to their lives. The teaching strategies incorporated within this unit have a focus on the
development of the students’ literacy and ICT skills as this is not a strong point for the majority of the students.
Framework Statement (Rationale): ‘Let the Games Begin!’ is a 6-week Unit designed to engage a mixed ability Year 10 group of students who have
previously studied the following Stage 4 Science Syllabus Knowledge and Understanding content:
- 4.8.3 unicellular organisms a) identify the beneficial and harmful effects that microorganisms can have on living things and the environment
- 4.8.4 multicellular organisms d) identify the materials required by multicellular organisms for the processes of respiration and photosynthesis
- 4.8.5 humans a) describe the role of the digestive, circulatory, excretory, skeletal and respiratory systems in maintaining humans as functioning organisms.
Upon learning these, students would have also covered the nutritional requirements for maintaining humans as functioning organisms. This prior knowledge on
nutrition, respiration and the body systems will be revised briefly and assessed accordingly within the first 2 lessons. This is achieved by conducting a Practical
lesson on Muscle Fatigue and watching a short Video on “The Bodies of Athletes”. Students’ knowledge of microbes will be assessed informally as a class during
the study of infectious diseases (Week 4) through a simple “Drag and Drop” activity on the SMART Board.
The context of ‘Let the Games Begin!’ is the 2012 Olympic Games and it aims to build upon the aforementioned content knowledge in a highly relatable and
engaging manner. Sport and general physical activity is a topic every person can relate to, whether it is due to the participation in it or merely watching a match,
race or competition. This will facilitate engagement with the scientific content as it provides the substance in making it relevant to students’ lives. Moreover, the
Olympic Games is an internationally recognised sporting event, hosting athletes from around the world who bring their cultures, backgrounds and religions to the
forefront. For this reason, the choice of taking a modern approach to the study of the coordination systems and diseases, rather than a historic approach for
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[LET THE GAMES BEGIN!]
example, is that it fosters unity between the diverse social and religious cultures evident within the classroom. Hence the context is suitable for nourishing the
academic, social and personal growth of students.
This Unit focuses on promoting students’ awareness of the relevance and significance of health and disease, explored through the Olympic Games; as well as the
vital roles that the nervous and endocrine systems play in the daily functioning of not only athletes’ bodies but also theirs. The history, nature, practice and
implications of science via investigating the origin of vaccines will deepen students’ understanding of science as a tentative, yet dynamic field. Along with gaining
an understanding of the crucial scientific concepts and knowledge explored in this Unit, students are also strongly guided and encouraged to improve their literacy
and ICT-use skills. Moreover, through the wide variety of engaging activities and learning tools incorporated to reflect the context of this Unit, it is hopeful that
students will gain a genuine interest in science, henceforth continuing their studies in at least one of the sciences at Senior study.
The choice of a minimal content load allows the focus to shift to the skills domain. Thus, lessons are organised in a logical sequence, with student tasks
progressively increasing in difficulty as students develop their literacy, practical and ICT skills base. This is evident as the scientific concepts and tasks range from
student recognition of information, for example the “Drag and Drop” SMART Board activities, to recalling information for instance in reciting the “Nervous System
Song” and creating/using flashcards on Quizlet. Ultimately, students are required to demonstrate their ability in the application of their knowledge such as in
contributing to the ethical argument on aMap or creating a database of infectious diseases. The large number of individual tasks and group work activities provide
a balance between establishing independent learning habits as well as cooperating productively as part of a team; both of which are favourable to different groups
of students. This accommodates advantageously for the diverse learning requirements of the students who constitute this specific class.
The teaching strategies incorporated throughout this Unit cater for the diverse cultural, religious, behavioural and intellectual abilities of this classroom and this is
evident in the resources and student-centred tasks that are provided for the students. Aboriginal Australians are recognised and respected through the
investigation of Indigenous foods of a region in Australia as well as a video on Kathy Freeman winning a Gold medal, which demonstrates the acceptance, respect
for and the success of Aboriginals in Australian society. The “Nervous System Song” is an effective learning technique for not only Aboriginals, but also Pacific
Islanders as it is used in abundance in their culture to communicate, celebrate and pass on knowledge. The special education needs students have a hearing
impairment, thus are predominantly visual learners. As a result, subtitles are used on the video, lyrics are provided to “The Nervous System Song”, pictorial
Slideshows are presented (including interactive activities on SMART Board) and an inspirational narrative is provided on Pam Fernandes who is a vision impaired
Paralympic Cyclist. Moreover, these strategies carry across in catering to the ESL students, along with the “Paragraphs worksheet”, the creation of a flow chart on
Gliffy and a mind-map on Bubbl.us. Students demonstrating challenging behaviour are kept busy with numerous interactive and engaging activities such as the
creation of a song, videos and a game of Bull Rush. Upon learning about disease, Islamic references are come across in the Narrative on Muhammad Ali, as well as
the Islamic pilgrimage of Hajj. Moreover, the excursion is advantageous to all learners as it provides them with the opportunity of seeing real-life specimens and
stories of the devastating results of a wide range of diseases. Subsequently, the application of such a diverse teaching strategies and learning tools will aid in the
fostering of a positive learning experience.
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Domain Statements
Prescribed Focus Area(s)
Students learn about:
 5.1 the history of
science
 5.2 the nature and
practice of science
 5.4 the implications of
science for society
and the environment
 5.5 current issues,
research and
developments in
science
Students learn to:
5.1
 a) identify some of the ideas from different cultures (including Aboriginal and other Indigenous people) that have
contributed to science throughout history
 b) describe some models and theories that have been considered in science and then been modified or rejected as a
result of available evidence.
5.2
 a) evaluate the role of creativity, curiosity, objectivity and logical reasoning in describing phenomena, carrying out
investigations and in the devising and testing of hypotheses.
 g) identify that the nature of observations made depends upon the understanding that the observer brings to the
situation.
5.4
 c) identify choices that need to be or have been made when considering whether to use particular scientific advances
 d) discuss the place of social and ethical considerations in scientific practice and in applications of science
5.5
 b) evaluate the potential impact of some issues raised in the mass media that require some scientific understanding
Knowledge and Understanding
Students learn about:
 5.8.4 humans
Students learn to:
5.8.4
 a) describe the role of, and interaction between, coordination systems in maintaining humans as functioning organisms.
 b) describe some responses of body systems to infectious and non-infectious diseases.
Skills
Students learn about:
 5.13.3 choosing
equipment or
resources
 5.14 performing first-
Students learn to:
5.13.3
 a) identify advantages and limitations of using particular laboratory and field equipment for a specific task
 c) describe ways to reduce the risk to themselves and others when working in the laboratory or field.
5.14
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hand investigations
 5.15 gathering firsthand information
 5.16 gathering
information from
secondary sources
 5.17 processing
information
 5.18 presenting
information
 5.19 thinking critically
 5.22.1 working
individually
 5.22.2 working in
teams


5.15

5.16



5.17



[LET THE GAMES BEGIN!]
a) follow the planned procedure when performing an investigation
b) use time and resources effectively
a) make and record observations and measurements accurately
a) use a range of sources, including databases, CD-ROMs and the internet, to access information
b) use a variety of techniques, such as keywords, skimming and scanning to identify appropriate information
d) summarise information from identified oral and written secondary sources.
a) collate information from a number of sources
b) distinguish between relevant and irrelevant information
c) check the reliability of gathered data and information by comparing them with observations or information from other
sources
 d) organise data using a variety of methods including diagrams, tables, spreadsheets and databases
5.18
 b) select and use an appropriate medium to present data and information
 e) use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present
information clearly and/or succinctly
5.19
 a) justify inferences in light of gathered information
 b) identify data which supports or discounts an hypothesis, a question being investigated or a proposed solution to a
problem
 c) predict outcomes and generate plausible explanations directly related to observations made
 d) make generalisations in relation to a relevant set of observations or experimental results
 f) use models, including mathematical ones, to explain phenomena or make predictions
 g) use cause and effect relationships to explain ideas.
5.22.1
 a) independently plan and conduct investigations, communicate information and understanding and solve problems
 b) set and work to realistic timelines and goals
5.22.2
 a) identify the specific roles needed when working in a team
 b) match the tasks to the team members according to the requirements of the task and the skills of the individual
 c) negotiate and allocate individual roles to members of the team
 e) set and work to realistic timelines and goals as a team
 f) accept personal responsibility for maintenance of a safe working environment for the team
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2012 – Unit of Work
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Teaching and Learning Sequence
Week 1: Setting the Scene
Context &
relevance
Teaching strategies and learning activities
Outcomes and content
Resources
LESSON 1 –
Introducin
g the
context,
promoting
life skills.
 SMART board: Introduce the context of the topic as the
2012 Olympics. Students come to the front of the class and
write a sport that they know is in the Olympics. “Imagine there
was a sport to determine who could hold a Shot-put ball for the
longest amount of time without changing their posture…”
 Muscle fatigue practical: Performed by students in
groups of four. Answer questions together as a class about the
requirement of getting energy from food. Relate this to the
diets of different people from different cultures, e.g. Athletes,
Indigenous Australians and Developing Countries. Complete the
worksheet as a class. Students complete Research Task for
home learning, which will be checked next lesson.
LESSON 2 –
Food is a
necessity
for the
healthy
functioning
of our
body
systems
Link to previous lesson: the requirement of food.
 SMART board: What is the process of turning food into
energy? Students perform “Drag and Drop” activity of reactants
and products in the respiration equation.
 Review Body Systems: Watch the short video “The
Bodies of Athletes” (with subtitles) and answer questions on
worksheet. Which body systems receive energy?
 Provide “Paragraphs” Worksheet: requires students to
break a large passage about the different body systems into
 Skills:
5.15
- a) make and record observations and
measurements accurately
5.14
- a) follow the planned procedure when
performing an investigation
- b) use time and resources effectively
5.22.2
- a) identify the specific roles needed
when working in a team
- b) match the tasks to the team
members according to the
requirements of the task and the skills
of the individual
- f) accept personal responsibility for
maintenance of a safe working
environment for the team
 Skills:
5.16
- d) summarise information from
identified oral and written secondary
sources.
5.17
- b) distinguish between relevant and
irrelevant information
By the end of the
lesson students are
able to:
 SMART
 Recognise
Board.
the importance of
 Practical food for providing
activity
humans with the
equipment:
necessary energy to
Shot-put ball,
live healthy.
stopwatch,
 Work
outline of
efficiently as part of
experiment
a team by
worksheet with designating specific
questions.
roles to different
 Fact/wo team members and
rk sheet on the
collecting valid
range of diets of results.
different
cultures.
 “Drag
and Drop”
activity
prepared on
SMART Board.
 “The
Bodies of
Athletes” Video
 “Paragr
 Identify the
materials required
for the process of
respiration.
 Recall the
roles and functions
of the body systems.
 Develop
literacy skills in
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(revisited).
separate paragraphs and identify the topic sentences and
linking words. Go through it together as a class.
LESSON 3 – Link to previous lesson: If we have energy, we’re alive. How do
Making
we know we’re alive? We can see, smell, touch, hear and taste.
sense of
These are our senses!
our senses.
 Activity: What can you see/smell/touch/ hear/taste
while watching a game at the Olympics? Students are to form
groups of three and imagine they are watching an Olympic
game (or recall a game they have watched), e.g. sprinting, table
tennis, swimming, wrestling, gymnastics, volleyball, etc. (every
group has a different sporting event to describe). On a piece of
Butcher’s paper, they are to describe the senses they would be
feeling while watching the game, e.g. smelling chlorine, tasting
chips, feeling the smooth chair, hearing the splash of water.
 Presentations: Each group presents their ‘Olympic
Experience’ to the class.
What body system controls these senses? Introduce the
nervous system.
 Home Learning: Provide students with basic
information about what comprises the nervous system.
 K&U: 5.8.4
- a) Describe the role of, and interaction
between, coordination systems in
maintaining humans as functioning
organisms.
 Skills:
5.18
- e) use drawings, diagrams, graphs,
tables, databases, spreadsheets and
flow charts to show relationships and
present information clearly and/or
succinctly
5.22.2
- e) set and work to realistic timelines
and goals as a team
aphs”
Worksheet
 Butcher’
s paper
 Home
learning fact
sheet on the
Nervous System
writing fluent
paragraphs.
 Recognise
the importance of
the 5 senses in
understanding their
environment.
 Acknowledg
es and accepts the
varying inputs and
opinions of their
team members.
 Broaden
their vocabulary of
descriptive words.
 Develop
their communication
skills by presenting
in front of their
peers.
Week 2: The Nervous System
Context
Teaching strategies and learning activities
and
relevance
LESSON 1 – Link to previous week: Recall the ‘home learning’ sheet
Investigati about the nervous system.
ng the
 Worksheet: Students read definitions of
‘messenge voluntary/involuntary actions out loud.
rs’ behind
 Taekwondo: Watch YouTube video “Korea vs USA our
Men's 68 KG Taekwondo Final - Beijing 2008 Summer
voluntary
Olympic Games”. List the voluntary and the involuntary
Outcomes and content
 K&U: 5.8.4
- a) Describe the role of, and
interaction between, coordination
systems in maintaining humans as
functioning organisms.
 Skills:
5.16
Resources
 Worksheet
on Voluntary and
Involuntary
actions.
 YouTube
video:
<http://www.yout
By the end of the
lesson students are
able to:
 Acknowledge
the athletic abilities of a
range of cultures and
backgrounds, including
Indigenous Australians.
 Recognise the
difference between a
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and
involuntary
actions.
[LET THE GAMES BEGIN!]
actions observed.
 Cathy Freeman: Watch YouTube video “Cathy
Freeman 400m Sydney Final”. List her voluntary actions.
List her involuntary actions.
 Neurons: students watch the song video “Nervous
System Song” adapted from Jason Derulo’s ‘It Girl’. Learn it
then sing it! Label diagram of neuron on worksheet and
identify each section’s role in carrying signals.
- d) summarise information from
identified oral and written secondary
sources.
5.17
- b) distinguish between relevant and
irrelevant information
LESSON 2 – Link to previous lesson: neurons and electronic impulses
Breaking
are sent to the BRAIN (voluntary actions).
down the
 Watch youtube video as class: “Cristiano Ronaldo “Boss” of
Tested To The Limit HD - Mental Ability - Part 2/4”. Note
the
how his brain controls his movements and judgment.
‘messenge
 Factsheet/worksheet: Information about the brain.
rs’ –
Students are required to cut-and-paste the jumbled puzzle
Cristiano
of the brain, naming the different parts and describing
Ronaldo.
their roles. (colour-coded)
 Flashcards activity: Create flashcards on Quizlet
(on their laptops) to relate the part of the brain to its
function. Test one another using each other’s flashcards!
 K&U: 5.8.4
- a) Describe the role of, and
interaction between, coordination
systems in maintaining humans as
functioning organisms.
 Skills:
5.18
- e) use drawings, diagrams, graphs,
tables, databases, spreadsheets and
flow charts to show relationships and
present information clearly and/or
succinctly
ube.com/watch?v=
F9agTplNbwA>
 YouTube
video:
<http://www.yout
ube.com/watch?v=
oeXpoRIvDPw>
 YouTube
video:
<http://www.yout
ube.com/watch?v=
YRwPMICvbT4>
 Worksheet
for simulation.
 Youtube
video <
http://www.youtu
be.com/watch?v=t
03LHpeWnpA>
 Factsheet/
worksheet on the
parts of the brain.
 Access to
Quizlet
<http://quizlet.co
m/>
LESSON 3 – Link to previous lesson: Recall the Nervous system song;
Exploring
are neurons always sent to the brain?
our
 Flowchart activity: Is a reflex action voluntary or
reflexes.
involuntary? Construct a flowchart using Gliffy (on their
 K&U: 5.8.4
- a) Describe the role of, and
interaction between, coordination
systems in maintaining humans as
 Fact sheet
on the processes
occurring during a
reflex action.
voluntary and
involuntary action.
 Identify that
electrical impulses
continually run through
our bodies; this may
‘spark’ an interest in
the science of human
bodies.
 Recognise that
sport is not just about
physical strength, but
also mental ability.
 Identify the
different sections of the
brain and their function.
 Appreciate the
complexity of the brain
and its significance in
performing tasks.
 Gain ICT skills
through the use of
Quizlet.
 Develop their
skills on recollection of
information.
 Gain ICT skills
through the use of
Gliffy.
 Understand the
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2012 – Unit of Work
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laptops) on the course of action the nervous system takes
to respond to an Olympian archer who accidentally
touches the tip of their sharp arrow. Include terms such as
receptor, sensory neurone, motor neurone and effector.
Notice, the messages are NOT sent to the brain. What
other scenarios call for this action?
 Introduce the endocrine system: “Neurons are a
quick and direct way of sending information as electrical
impulses. Another system our bodies use to carry
information quickly is in the form of hormones, which are
chemical signals.” Assess students’ prior knowledge about
the location of the glands in the body. Using the SMART
Board, students are to “Drag and Drop” the glands onto an
image of the body on the board. Explain that this is what
will be learned next week.
functioning organisms.
 Skills:
5.16
- b) use a variety of techniques, such
as keywords, skimming and scanning
to identify appropriate information
5.18
- e) use drawings, diagrams, graphs,
tables, databases, spreadsheets and
flow charts to show relationships and
present information clearly and/or
succinctly
5.22.1
- b) set and work to realistic timelines
and goals
 Access to
Gliffy
<http://www.gliffy
.com/uses/flowcha
rt-software/>
 SMART
Board “Drag and
Drop” Activity.
reasoning behind reflex
actions, thus
appreciating the body’s
natural tendency to
protect us from harm.
Week 3: The Endocrine System & disease
Context
Teaching strategies and learning activities
and
relevance
LESSON 1 – Link to previous week: The six previously
Grand
introduced endocrine system glands revisited.
glands and
 Cut and paste worksheet: students are
their
to cut up the “Un-jumble the Hormonal Glands”
hormonal
worksheet, un-jumble the terms, definitions,
hormones
and images of glands and hormones, then stick
in the
them in their books on an image of the human
body.
body.
 Song: Similarly to the song on the
nervous system, students are to prepare a
song/rap, in pairs, about the hormones and
glands in the endocrine system. They will
perform the song to the class next lesson.
Outcomes and content
 K&U: 5.8.4
- a) Describe the role of, and interaction
between, coordination systems in maintaining
humans as functioning organisms.
 Skills:
5.16
- d) summarise information from identified oral
and written secondary sources.
5.18
- e) use drawings, diagrams, graphs, tables,
databases, spreadsheets and flow charts to show
relationships and present information clearly
and/or succinctly
Resources
 Cut & paste
worksheet.
By the end of the
lesson students are
able to:
 Identify the
glands located in
their bodies that
release chemicals
known as
hormones.
 Recognisin
g the technique of
songs/rhyme as a
learning tool.
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LESSON 2 –
Drugs in
Sport;
Should
they be
allowed?
Link to previous lesson: Written songs.
 Presentation: Students will
present/perform their songs.
 Transmission lesson: Factsheet with
questions provided on “Drugs in Sport –
Performance Enhancing Drugs”.
LESSON 3 –
Exploring
what IS
‘normal’ –
does it
exist? –
through
the case
study of
two
inspiration
al athletes.
Link to previous 2 weeks: What happens when
the aforementioned two systems function
abnormally?
 Define ‘Disease’ and ‘Disorder’ in
students’ books.
 Narrative: Muhammad Ali (boxer) and
Parkinson’s Disease; relating the nervous
system to disease.
 Narrative: Pam Fernandes (vision
impaired U.S. Paralympic cyclist) and Diabetes;
relating the endocrine system to disease.
 HOME LEARNING TASK – Jason’s
Journal. To be collected next lesson.
 Students are given a Permission slip to
go to the Museum of Human Disease at UNSW.
They must hand it in before week 6.
 K&U: 5.8.4 a) Describe the role of, and
interaction between, coordination systems in
maintaining humans as functioning organisms.
 Skills:
5.16
- b) use a variety of techniques, such as
keywords, skimming and scanning to identify
appropriate information
5.19
- a) justify inferences in light of gathered
information
- b) identify data which supports or discounts an
hypothesis, a question being investigated or a
proposed solution to a problem
- g) use cause and effect relationships to explain
ideas.
 K&U: 5.8.4
- b) Describe some responses of body systems to
infectious and non-infectious diseases.
 Skills:
5.16
- a) use a range of sources, including databases,
CD-ROMs and the internet, to access information
- b) use a variety of techniques, such as
keywords, skimming and scanning to identify
appropriate information
5.17
- b) distinguish between relevant and irrelevant
information
5.19
- a) justify inferences in light of gathered
information
- g) use cause and effect relationships to explain
ideas.
 Factsheet:
“Drugs in Sport –
Performance Enhancing
Drugs”
 Identify the
dangers of drug
use and its effects
on the endocrine
system.
 Narrative with
activities on
Muhammad Ali.
 Narrative with
activities on Pam
Fernandes.
 Home Learning
task – Jason’s Journal
 Permission slip
to go to the Museum of
Human Disease at
UNSW
(http://medicalsciences
.med.unsw.edu.au/som
sweb.nsf/page/MoHD%
20Public%20Visits).
 Develop
literacy skills
through reading
aloud the short
Narratives as a
class and
completing the
ensuing activities.
 Understan
d that although
certain people
(famous or not)
have ‘diseases’, it
is not a hindrance
to personal
success, thus
nourishing their
self-efficacy.
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Week 4: Non-Infectious Diseases
Context &
relevance
Teaching strategies and learning activities
LESSON 1 – Link to previous week: Can the previously mentioned
Researchin diseases be caught?
g a wide
 Prezi Activity: Introduce term ‘non-infectious
variety of
disease’. In pairs, students are to create a Prezi on 4
nondifferent non-infectious diseases of their own
infectious
interest. The information in the Prezi must include the
diseases
causes, symptoms, effects (long and short term),
that are of
treatment, prevention and interesting facts/trivia. It
personal
must include pictures, be logically sequenced and
interest to
the
contain a video if necessary.
students.
 COMPLETE PREZI FOR HOMEWORK.
LESSON 2 – Link to previous lesson: Presenting Prezis.
Presenting
 Presentations: In their pairs, students will
research
present their findings on the SMART Board to the
on a range class.
of non Note taking: Peers will take down notes on
infectious
the worksheet about the diseases others covered in
Outcomes and content
Resources
 K&U: 5.8.4
- b) Describe some responses of body systems to
infectious and non-infectious diseases.
 Skills:
5.16
- a) use a range of sources, including databases,
CD-ROMs and the internet, to access information
- b) use a variety of techniques, such as
keywords, skimming and scanning to identify
appropriate information
- d) summarise information from identified oral
and written secondary sources.
5.17
- a) collate information from a number of sources
- b) distinguish between relevant and irrelevant
information
5.18
- b) select and use an appropriate medium to
present data and information
5.22.2
- c) negotiate and allocate individual roles to
members of the team
- e) set and work to realistic timelines and goals
as a team
 K&U: 5.8.4
- b) Describe some responses of body systems to
infectious and non-infectious diseases.
 Skills:
5.18
- b) select and use an appropriate medium to
 Library
computer room.
 Access to
Prezi
<www.prezi.com/
>
 SMART
Board and
internet.
 Workshe
et to fill out on
peers’
By the end of the
lesson students are
able to:
 Enhance
their research skills
to find valid and
reliable
information.
 Develop
ICT skills in the use
of Prezi.
 Respect
the viewpoints and
opinions of their
partner.
 Broaden
their knowledge on
the diverse range
of non-infectious
diseases.
 Meet
deadlines by
completing
homework task on
time.
 Develop
their confidence in
speaking to a large
group.
 Respect
peers when they
Rhonda Shakir | EDST6713
10
2012 – Unit of Work
[LET THE GAMES BEGIN!]
diseases.
their presentation. These notes will be collected by
the teacher to determine who was paying attention.
present data and information
presentations.
LESSON 3 –
Introducin
g the
spread of
disease at
the 2012
Olympics.
Link to previous lesson: Hand back the notes students
took from last week. Recall the common causes of
non-infectious diseases (genetics, lifestyle; diet, drugs,
alcohol, exposure to radiation or chemicals.) What are
some other types of well-known diseases and how are
they caused?
 Short article: on the spread of disease at
Olympics: “London 2012: Mass gathering risks
disease spreading”. What other major events can
promote the spread of disease? (Hajj, music festivals,
concerts).
 Pictorial slideshow: Introduce ‘infectious
diseases’ by presenting to students a slideshow of
various diseases that they distinguish as being either
contagious or not. (Place them in the correct tables
on worksheet).
 “Drag and Drop” activity: Recalling microbes –
agents & diseases. (Aids in the completion of the
worksheet)
 PFA: 5.5
- b) evaluate the potential impact of some issues
raised in the mass media that require some
scientific understanding
 K&U: 5.8.4 b) Describe some responses
of body systems to infectious and non-infectious
diseases.
 Skills:
5.19
- c) predict outcomes and generate plausible
explanations directly related to observations
made
- d) make generalisations in relation to a relevant
set of observations or experimental results
- g) use cause and effect relationships to explain
ideas.
present.
 Develop
life skills in the
ability to multi-task
by listening to the
presenters and
taking down
important notes.
 Student’s
 Gain
work with
awareness of the
feedback.
importance of
 Article:
various lifestyle
<http://www.bbc choices they can
.co.uk/news/heal make in order to
th-16545017>.
reduce the risk of
Questions related disease.
to the article for
 Recognise
students to
the ease of which
complete.
diseases are
 SMART
spread, even in
Board
large areas.
 Slideshow
 Notice how
of various
content from the
infectious and
stage 4 syllabus
non-infectious
relates to what
diseases for
they are learning
students to
and how it is
distinguish.
applied.
 “Drag and
Drop” activity
prepared on
SMART Board.
Rhonda Shakir | EDST6713
11
2012 – Unit of Work
[LET THE GAMES BEGIN!]
Week 5: Infectious Diseases
Context
Teaching strategies and learning
and
activities
relevance
LESSON 1 – Link to previous lesson: Microbes are
Investigati all around us, so what can we do to
ng
prevent the spread?
hygiene: Is
 Practical – “Scrubbing Up”:
plain soap
Students use agar plates to
or antidetermine the effectiveness of
bacterial
different soaps/sanitizers in
soap more ‘cleaning’ their hands.
effective in
 Spontaneous Generation
cleaning
History: while bacteria are left to
your
‘grow’, students are given an article
hands?
- “The Slow Death of Spontaneous
Generation: 1668-1859” – on the
history of Spontaneous Generation.
 Dipity: Using the article,
along with their own research,
students develop an interactive
timeline using Dipity (include
pictures). Must include information
on the development of the
microscope and the contributions of
Antony Van Leeuwenhoek, Louis
Pasteur, Joseph Lister, Robert Koch
(postulate).
 Homework: Complete
timeline and print it out to give to
the teacher next lesson.
LESSON 2 – Link to previous lesson: Collect
Identifying timelines. Look at growth on agar
“Patient
plates.
Outcomes and content
Resources
 PFA: 5.1
- a) identify some of the ideas from different cultures (including
Aboriginal and other Indigenous people) that have contributed to
science throughout history
- b) describe some models and theories that have been considered in
science and then been modified or rejected as a result of available
evidence.
 K&U: 5.8.4
- b) Describe some responses of body systems to infectious and noninfectious diseases.
 Skills:
5.13.3
- a) identify advantages and limitations of using particular laboratory
and field equipment for a specific task
- c) describe ways to reduce the risk to themselves and others when
working in the laboratory or field.
5.14
- a) follow the planned procedure when performing an investigation
- b) use time and resources effectively
5.16
- d) summarise information from identified oral and written secondary
sources.
5.18
- b) select and use an appropriate medium to present data and
information
 K&U: 5.8.4
- b) Describe some responses of body systems to infectious and noninfectious diseases.
By the end of the
lesson students
are able to:
 Practical
 Predict/
equipment for
hypothesise
“Scrubbing Up”. based on
 “Scrubbi informed
ng Up”
knowledge.
Experiment
 Dispel the
procedure
myth that
worksheet.
diseases are
 Article:
spontaneous.
<http://www.ac
 Recognise
cessexcellence.o the contribution
rg/RC/AB/BC/Sp of various
ontaneous_Gen scientists
eration.php>
throughout
 Access
history and
to Dipity
appreciate their
<www.dipity.co work.
m/>
 Develop
their ICT skills in
the use of Dipity.
 Acknowle
dge the
importance and
effectiveness of
collating data in a
chronological
fashion.
 Agar
 Make
plates from last judgements
lesson.
based on results
Rhonda Shakir | EDST6713
12
2012 – Unit of Work
Zero” in a
stadium
during an
Olympic
game.
What ways
are
diseases
transmitta
ble?
[LET THE GAMES BEGIN!]
 Agar plates: Observe the
growth of microbes on agar plates.
Discuss results as a class and answer
questions on worksheet.
 Practical – Patient Zero:
Model the transmission of infectious
diseases within an Olympic stadium.
Worksheet includes the ways of
transmission and ways of
recognising disease (symptoms).
LESSON 3 – Link to previous lesson: Return
Vaccines;
timelines with feedback. Can
the Great
transmission be prevented?
Debate.
 Bull Rush game: B.R Game 1
= standard game.
B.R Game 2 = introduce “special”
tags to the students. (some tags are
able to be pulled off, but others
aren’t. The ones that cannot be
removed are the “special” ones but
the ‘infected’ student does not
know). Play until only the students
with special tags remain. Introduce
that the special ‘tags’ represent
vaccines.
 Vaccines: Students use their
laptops to summarise the article
“Edward Jenner and the history of
smallpox and vaccination”.
 Debate: After gaining an
understanding of the nature of
science practice, the teacher creates
 Skills:
5.15
- a) make and record observations and measurements accurately
5.19
- a) justify inferences in light of gathered information
- b) identify data which supports or discounts an hypothesis, a
question being investigated or a proposed solution to a problem
- d) make generalisations in relation to a relevant set of observations
or experimental results
- f) use models, including mathematical ones, to explain phenomena
or make predictions
 PFA:
5.1
- a) identify some of the ideas from different cultures (including
Aboriginal and other Indigenous people) that have contributed to
science throughout history
5.2
- a) evaluate the role of creativity, curiosity, objectivity and logical
reasoning in describing phenomena, carrying out investigations and in
the devising and testing of hypotheses.
- g) identify that the nature of observations made depends upon the
understanding that the observer brings to the situation.
5.4
- c) identify choices that need to be or have been made when
considering whether to use particular scientific advances
- d) discuss the place of social and ethical considerations in scientific
practice and in applications of science
 K&U: 5.8.4
- b) Describe some responses of body systems to infectious and noninfectious diseases.
 Skills:
5.16
- d) summarise information from identified oral and written secondary
 “Scrubbi
ng Up”
Experiment
procedure
worksheet.
 Practical
equipment for
“Patient zero”.
 “Patient
Zero”
experiment
procedure
worksheet.
 Equipm
ent for Bull Rush
Game.
 Article:
<http://www.nc
bi.nlm.nih.gov/p
mc/articles/PM
C1200696/>
 Teacher
creates an
argument on
aMap <
www.amap.org.
uk/>
gathered.
 Describe
the effectiveness
and importance
of various
hygiene methods.
 Gain
awareness of the
varying ways in
which diseases
can be
transmitted from
person to person.
 Recognise
the ethical issues
surrounding
scientific
practice.
 Develop
an informed
opinion on the
use of vaccines.
 Respect
the differing
viewpoints of
peers.
Rhonda Shakir | EDST6713
13
2012 – Unit of Work
an argument on aMap, which the
students will contribute to
throughout the course of this Unit.
[LET THE GAMES BEGIN!]
sources.
5.22.1
- a) independently plan and conduct investigations, communicate
information and understanding and solve problems
Week 6: Bringing it All Together
Context
and
relevance
LESSON 1 –
Catching
diseases
when in a
large,
congested
crowd.
Teaching strategies and learning
activities
Outcomes and content
Resources
By the end of the lesson
students are able to:
Link to previous week: infectious
diseases continued.
 Database Activity: In pairs,
students are to create a database
of fact sheets on 4 different
infectious diseases that could
potentially be spread as a result of
the mass crowds during the 2012
Olympics games. The fact sheets
must include the causes,
symptoms, effects (long and short
term), treatment, prevention and
interesting facts/trivia. To find out
how to use Microsoft access 2000,
visit
<http://www.fgcu.edu/support/off
ice2000/access/screen.html>.
 K&U: 5.8.4
- b) Describe some responses of body systems to infectious
and non-infectious diseases.
 Skills:
5.16
- b) use a variety of techniques, such as keywords, skimming
and scanning to identify appropriate information
- d) summarise information from identified oral and written
secondary sources.
5.17
- a) collate information from a number of sources
- b) distinguish between relevant and irrelevant information
- c) check the reliability of gathered data and information by
comparing them with observations or information from
other sources
- d) organise data using a variety of methods including
diagrams, tables, spreadsheets and databases
5.18
- b) select and use an appropriate medium to present data
and information
- e) use drawings, diagrams, graphs, tables, databases,
spreadsheets and flow charts to show relationships and
present information clearly and/or succinctly
 K&U: 5.8.4
 Library
computer room.
 Microsoft
Office Access
 How to use
Microsoft Access
<http://www.fgcu.
edu/support/office
2000/access/scree
n.html>
 Gain an
understanding of
organising information
into a database.
 Increase their
awareness of
transmittable diseases in
large crowds
LESSON 2 – Link to previous lesson: Continue
 Library
 Develop ICT skills
Rhonda Shakir | EDST6713
14
2012 – Unit of Work
Recognisin
g students’
efforts and
developme
nt.
working on databases.
 Database activity:
Complete database. THIS WILL BE
SUBMITTED TO THE TEACHER FOR
REVIEWING.
 Brainstorm: Students will
individually create a mind map
using Bubbl.us to demonstrate
what they have learned over the
past 6 weeks. Print it out and paste
in books.
 Sharing/ summing-up: On
the SMART Board students write up
one answer to the statement – “I
used to think…
Now I know…”
LESSON 3 –
 EXCURSION: Students and
EXCURSIO teachers visit the University of New
N – Apply
South Wales Museum of Health
theory to
and Disease. Look at the various
real-life
infectious and non-infectious
specimens. diseases in the different body
systems, answer questions on
worksheet.
[LET THE GAMES BEGIN!]
- a) Describe the role of, and interaction between,
coordination systems in maintaining humans as functioning
organisms.
- b) Describe some responses of body systems to infectious
and non-infectious diseases.
 Skills:
5.18
- e) use drawings, diagrams, graphs, tables, databases,
spreadsheets and flow charts to show relationships and
present information clearly and/or succinctly.
computer room.
 Provide
students with
teacher’s email.
 Access to
Bubbl.us <
https://bubbl.us/>
 SMART
Board.
in the use of Bubbl.us.
 Gain an
appreciation for their
efforts over the past
weeks by recognising
new information learnt.
 Be proud of their
personal growth and
development,
intellectually, mentally
and emotionally.
 K&U: 5.8.4
- a) Describe the role of, and interaction between,
coordination systems in maintaining humans as functioning
organisms.
- b) Describe some responses of body systems to
infectious and non-infectious diseases.
 Permission
slip from students.
 Worksheet
on specimens in
the Museum.
 Recognise the
devastating effects of a
wide variety of diseases
on the human body.
 Recognise that
people have donated
their organs to the
Museum, thus respect
their dignity by refraining
from inappropriate
comments/behaviour.
Rhonda Shakir | EDST6713
15
Worksheet: First-hand Investigation – Muscle Fatigue (Week 1, Lesson 1)
Aim: To determine how quickly muscles fatigue when used.
Equipment: Shot-put ball and stopwatch.
Hypothesis:________________________________________________________________________
Risk Assessment:



Identify - ___________________________________________________________________
Control – ___________________________________________________________________
Assess – ____________________________________________________________________
Procedure:
1.
2.
3.
4.
Subject holds the shot—put ball out in front of their shoulders.
A member from the team starts timing as soon as the position is reached.
Stop the stopwatch as soon as the subject’s posture changes from its original position.
Record the time and description of postural changes that occurred in the table.
Observations:
Subject Name
Subject Name
Subject Name
Subject Name
Test Number
1
2
3
Test Number
1
2
3
Test Number
1
2
3
Test Number
1
2
3
Description of Postural Change
Time (seconds)
Description of Postural Change
Time (seconds)
Description of Postural Change
Time (seconds)
Description of Postural Change
Time (seconds)
Analysis Questions:
1. Identify the dependant, independent and controlled variables:
__________________________________________________________________________________
2. Why were you not able to hold the shot-put ball for a long period of time?
___________________________________________________________________________________
EDST6713 – Rhonda Shakir
3. What happened in your muscles to make you stop? How do you know this?
___________________________________________________________________________________
4. Who was able to do each test the longest? Why do you think this is?
___________________________________________________________________________________
5. Was the subject (on average) able to last longer on test 1, 2 or 3?
___________________________________________________________________________________
6. Are people with bigger muscles able to hold the shot-put ball the longest? Why or why not?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
7. How do your muscles get their energy? What systems are used to deliver that energy?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
8. What do we call the process of turning food into energy?
___________________________________________________________________________________
Conclusion (Answer using words from the aim):
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Research task: 1. The region in which people lived mainly determined the diet of Indigenous Australians.
Choose one region in Australia and research the diet of that community. Consider:
-
How the food was gathered and prepared.
Which foods formed their main diet, e.g. fish for coastal communities?
How the knowledge of the environment, food and cooking was passed on.
Any traditional eating pattern that was specific to that region.
2. Investigate and design a 'bush tucker' menu that tells a story of Indigenous foods in that region of
Australia. (Checked next lesson)
EDST6713 – Rhonda Shakir
Home Learning Task – Jason’s Journal (Week 3, Lesson 3)
Instructions: Similarly to Pam Fernandes, Jason is a teen who has diabetes. Read his
journal entry then conduct some of your own research (make sure the information
is reliable and valid) to answer the questions that follow.
Jason’s Journal
December 5
Tonight was the big basketball game! All day I was too nervous to eat, but when I got to
the locker room I realised I was hungry. Unfortunately, I hadn’t brought a snack and there
wasn’t enough time to make a pit stop at the vending machine, because all my team
mates were already in their uniforms. I knew I had to hurry - I didn’t even have enough time
to test my blood sugar. I tossed my testing kit into the locker, got dressed, and headed out
on to the court.
The game was awesome. I played all 4 quarters, and we won in the final seconds with a
great 3-pointer from Mike! Afterwards, Coach McHenry took all of us out for burgers. I went,
but I wasn’t feeling so great so I only had a few bites. Coach asked me if I was OK; I didn’t
want him and the guys to know about my diabetes so I lied and said yes. But by the time
we were all on our way to Casey’s house for the party, I was really feeling bad - kind of
shaky and out of it. Good thing Mike noticed and got me home to my parents fast. They
knew exactly what to do. I may have missed the party, but I know I was pretty lucky
tonight.
1. What is diabetes?
____________________________________________________________________________
____________________________________________________________________________
2. What body system does it affect? Name the gland and hormone in your response.
____________________________________________________________________________
3. Did Jason do a good job of managing his diabetes on the day of the game?
____________________________________________________________________________
4. Why was he feeling bad at the end of the night?
____________________________________________________________________________
5. What might Jason’s parents have done to help?
____________________________________________________________________________
6. What is diabetes mismanagement?
____________________________________________________________________________
____________________________________________________________________________
7. In his journal entry, circle any action that you think is diabetes mismanagement. For each
thing you’ve circled, write 1 or 2 sentences describe how you think Jason could have chosen a
healthier alternative.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
EDST6713 – Rhonda Shakir