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TERM/WEEKS: Term 2 Week 1 YEAR LEVEL: 8 LEARNING AREA/TOPIC: Science: Human Biology

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students will need to have access to an Ipad/computer and have a QR reader app downloaded

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Term 2 Multi-cellular 1. Research one Students are to upload Introduction (10 mins) ICT Resources
Week 1 organisms component of the their Poster to their own - Review of last lesson by asking the students ‘what are the different functions of blood?’ 7 weird facts about blood
Lesson 3 contain systems blood in groups blog (Weebly). This is a - Tell the students todays lesson objectives and that they are going to be learning about the different components video:
of organs (including structure, continual summative that make up the blood in our body. Briefly explain and name the 4 different components that make up blood. https://www.youtube.co
carrying out function, facts, assessment which will be - Play ‘7 weird facts about blood video.’ m/watch?v=itF_blyGYZ8
specialised percentage in blood) marked at the end of the
functions that and upload term, and students can use Body (30 mins) google forms:
enable them to information to the their blog to study for https://www.google.com
- Divide the class up into four groups.
survive and google form upcoming tests and .au/forms/about/
- Tell each group which component of blood they are going to research.
reproduce assignments.
2. Create a poster on - Instruct each group to research the component of blood they have been allocated including the structure, Smore:
(ACSSU150) the different The charades games at the function, percentage and other facts. https://www.smore.com
components of blood end of the lesson and - After 10 minutes students are to upload the information they find onto the class google form (QR code to form). /app
using the information questioning the students - Each student is to use the information on the google form to create a poster using Smores on the different
on the class google as they leave the components of blood. Students will have 20 minutes to complete this activity. Weebly:
form classroom is a formative - Instruct the students to upload their poster onto their individual Weebly blog. https://www.weebly.com
assessment as it tests if
3. State the different students can state the Lesson closure (10 mins)
components of blood different component of - Students will play a game at the end of the lesson and will need to form groups of 3. Other resources
blood and if they - The game is like charades. The person acting the charade wears a party hat and must choose a component of Party hats for charade
understand their structure blood to act out. Students must not use words and actions that will give the answer away too easily. When game
and function. somebody in the group gets the correct answer, that person becomes the next person to act out a charade and
must choose a different component of blood.
- After 5 minutes of the charade game, ask the students to pack their things away.
- Instruct that each student must tell you the 4 components of blood on the way out of the classroom.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Week 1 YEAR LEVEL: 8 LEARNING AREA/TOPIC: Science: Human Biology
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students will need to have access to an Ipad/computer and have a QR reader and Mindly app downloaded

WEEK/ West SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES =

LESSON Australian LESSON (what & how) EXPERIENCES ICT and other
Curriculum OBJECTIVE (Introduction, Body and Conclusion)
LINKS


Term 2 Multi- 1. Identify the The bean bag game at Introduction (10 mins) ICT
Week 1 cellular three different the end of the lesson - To engage the students, ask them if they have ever been to adventure world. Majority of the class would have gone however show a map of the park for Resources
Lesson 4 organisms types of blood acts as a formative those students who haven’t been. Give the students a few minutes to brainstorm answers using the Mindly app to the following questions/statements.
contain vessels assessment to see if o Describe what the water rides/normal rides are like in detail and how do they work Adventure
systems of the students o Are all the rides the same or are they different? world website:
organs 2. Use the understand the order o What fluid circulates around the park? https://advent
carrying out information that blood circulates - Discuss what answers students got. Explain to the students that the blood vessels in our body are similar to the various rides at Adventure World. Just like ureworld.net.a
specialised provided at through the different the rides, our blood vessels come in different shapes and sizes and deepening on their function they circulate a fluid around a relative system in our body. u
functions each work blood vessels in the - Inform the students of the objectives for this lesson and briefly explain what activities they will be completing today.
that enable station to fill body. QR code
them to out the Body (30 mins) scanner app:
survive and worksheet on Students are to https://www.s
- Students are to split off into groups (group size depends on the number of students and stations set up in the class). There will be 6 stations set up around
reproduce the structure upload a screenshot can.me/downl
and function of their work sheet to the room. Each station will either be about the structure or function of capillaries, veins and arteries. oad/
(ACSSU150) of the three their own blog - Each station will have a diagram, information, pictures and a QR code which will take students to a short podcast (one podcast per station).
types of blood (Weebly). This is - There is a worksheet sectioned based on the different work stations. Instruct that Students are to look at the information at each station, including Explain
vessels mainly to make sure scanning the QR code and watching the podcast, then fill in the worksheet I have provided under the appropriate section. everything:
students have this https://explain
- Students will have 5 minutes at each station.
3. Understand information for the everything.co
the order that next lesson but also - Conduct this activity for 30 minutes (5 X 6 =30). m
blood because the Weebly
circulates blog acts as a Lesson closure (10 mins) Mindly:
through continual summative - Instruct the students to take a photo of their worksheet and to upload it to their individual Weebly blog (just in case they misplace their worksheet. http://mindlya
different blood assessment which will - Explain that they will need this for next lesson as they will be comparing the three types of blood vessels. Instruct the students that if they have not pp.com
vessels be marked at the end
finished the worksheet that they are to finish it for homework. Students can access the QR codes via the class website/Weebly.
of the term, and Other
- Instruct the students to make a group of 6. Hand out a pile of name tags to each group which state heart, artery, capillaries, vein, heart, lungs. Each person
students can use their resources
is to wear one of the name tags. Tell the students to pretend the bean bag is blood and explain that they are to throw the bean bag to the correct person Bean bags
blog to study for
who represents an organ or a blood vessel in the correct order that blood would flow/circulate in the body.
upcoming tests and Name tags
- Demonstrate and walk through an example with the class and then give the students a few minutes to practice on their own.
assignments. Work sheets
- After a few minutes ask the students to hand their name tags and bean bags back to you before leaving the classroom.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Week 2 YEAR LEVEL: 8 LEARNING AREA/TOPIC: Science: Human Biology
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students will need to have access to an Ipad which has the Imotion app downloaded onto it

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)


Term 2 Multi-cellular 1. Show the path A Kahoot will be completed Introduction (10 mins) ICT Resources
Week 2 organisms blood would at the end of the lesson as
- Review what we covered in the last lesson which was covering the functions of blood
Lesson 3 contain systems circulate through a formative assessment. Label heart website:
of organs the heart by The Kahoot will contain - Give students 5 minutes to practice labelling the heart using the website provided https://www.sciencelearn.
carrying out creating an Imotion questions about labelling - Show a video of blood flowing through the heart to engage the students org.nz/labelling_interactiv
es/1-label-the
specialised movie the heart and about the - Go over todays lesson tasks and objectives

functions that sequence of blood flow
Imotion app:
enable them to 2. Identify the areas through the heart. Body (35 mins) https://itunes.apple.com/a
survive and oxygenated and Therefore, the Kahoot will
- Teach the content of the lesson using a PowerPoint presentation. Content of the lesson includes the u/app/imotion/id4213656
reproduce deoxygenated blood review both this lesson and 25?mt=8
would flow through the previous lesson. circulation of blood through the different structures of the heart

(ACSSU150) heart using red and - Students are to assemble in groups of 2 or 3 to create a stop motion using the Imotion app on the Video of blood flowing
blue pom poms Students are to upload IPad’s. Explain that students are to use coloured pom poms, and the A3 worksheet showing a cartoon through the heart:
their Imotion video to their drawing of the heart to demonstrate the correct pathway blood circulates through the heart. https://www.wisc-
3. Discuss the own blog (Weebly). This is - Whilst students are completing the Imotion activity they are to discuss as a group the discussion online.com/learn/general-
relationship a continual summative education/anatomy-and-
prompts on the back of the worksheet (A4 sheet showing heart cartoon picture) physiology1/ap12704/an-
between the assessment which will be
structure and marked at the end of the - Give the students 5 minutes notice to finish the activity, share it amongst the group and upload it on to overview-of-pulmonary-
function of the heart term, and students can use their own personal Weebly. and-systemic-circula
using the prompts their blog to study for
on the back of the upcoming tests and Lesson closure (5 mins) Kahoot app
https://kahoot.it
worksheet assignments. - Ask students to pack away their things besides their iPad
- Ask the students to navigate to the Kahoot website on their Ipad’s Other resources
- Kahoot questions are based on the last lesson and this lesson -Assessing criteria for final
Imotion
- Once the Kahoot quiz is finished, Review the lesson by picking one Imotion video made by a student in -Worksheet with heart and
the class and showing it via the projector discussion prompts
-Pom poms
O -PowerPoint presentation
-IPad’s