SYLLABUS TO BE COVERED BY ALEX S

Patterns In Nature from dot pont 8.3.3.2.5 onwards

Class
Year 11
Subject
Stage 6 Boogy
Number of
Students
20
Lent! Of t"me
50 mnutes
Rat"onale # Conte$tual Outl"ne
Detaed examnaton of one or two speces of vng thngs does not provde an overvew of the genera features of vng thngs. By ookng across the
range of commony occurrng vng organsms, patterns n structure and functon can be dented. These patterns reect the fundamenta nputs and
outputs of vng thngs the absorpton of necessary chemcas and the reease of wastes. At a mcroscopc eve, there are patterns n the structure and
functon of ces. The fundamenta structura smartes exst because the bochemca processes are smar. Some mportant dherences between pant
and anma ces reect the fundamenta dherences between pants and anmas the process of photosynthess n pants. Many vng thngs have
evoved compex and emcent systems wth arge surface areas to factate the ntake and remova of substances. Transport systems aow dstrbuton
and coecton of nutrents and wastes. Ths modue ncreases students understandng of the hstory, appcatons and uses of boogy.
Outcomes
Previous outcomes covered
Years 7-10:
- 7.3c) construct word equations from observations and written descriptions of a range of chemica
- reactions
- !.".1a) e#pain that s$stems in muticeuar organisms serve the needs of ces
- !.".1b) identif$ the roe of ce division in growth% repair and reproduction in muticeuar organisms
- !.".&c) identif$ that information is transferred as '() on chromosomes when ces reproduce themseves
- !.".&d) identif$ that genes are part of '() *tage +:
- ".3.3.&.1 outine the transport s$stem in pants incuding root hair ces% #$em% phoem% stomates and entices
*tage + ,covered b$ -rs .hapman)
*tudents earn to:
- 8.3.1.1 Organisms are made of cells that have similar
structural characteristics
- ".3.1.&.1 outine the historica deveopment of the ce theor$% in
particuar% the contributions of /obert 0oo1e and /obert 2rown
- ".3.1.&.& describe evidence to support the ce theor$
- ".3.1.&.3 discuss the signi3cance of technoogica advances to
deveopments in the ce theor$
- ".3.1.&.4 identif$ ce organees seen with current ight and
eectron microscopes
- ".3.1.&.! describe the reationship between the structure of ce
organees and their function
*tudents:
- ".3.1.3.1 use avaiabe evidence to assess the impact of technoog$%
incuding the deveopment of the microscope on the deveopment of
the ce theor$
- ".3.1.3.& perform a 3rst-hand investigation to gather 3rst-hand
information using a ight microscope to observe ces in pants and
animas and identif$ nuceus% c$topasm% ce wa% choropast and
vacuoes
- ".3.1.3.3 process information from secondar$ sources to ana$se
eectron micrographs of ces and identif$ mitochondria% choropasts%
5ogi bodies% $sosomes% endopasmic reticuum% ribosomes% nuceus%
nuceous and ce membrane
- 8.3.2.1 Membranes around cells provide separation
from and links with the external environment
- ".3.&.&.1 identif$ the ma6or groups of substances found in iving
ces and their uses in ce activities
- ".3.&.&.& identif$ that there is movement of moecues into and
out of ces
- ".3.&.&.3 describe the current mode of membrane structure and
e#pain how it accounts for the movement of some substances
into and out of ces
- ".3.&.&.4 compare the processes of di7usion and osmosis
- ".3.&.&.! e#pain how the surface area to voume ratio a7ects the
rate of movement of substances into and out of ces
- ".3.&.3.1 Pan% choose equipment and perform a 3rst-hand
investigation to gather information and use avaiabe evidence to
identif$ the foowing substances in tissues:
8 gucose
8 starch
ipids
proteins
choride ions
ignin
- ".3.&.3.& perform a 3rst-hand investigation to mode the seective$
permeabe nature of a ce membrane
- ".3.&.3.3 perform a 3rst-hand investigation to demonstrate the
di7erence between osmosis and di7usion
- ".3.&.3.4 perform a 3rst-hand investigation to demonstrate the e7ect
of surface area to voume ratio on rate of di7usion
- 8.3.3.1 Plants and animals have specialised structures
to obtain nutrients from their environment
- ".3.&.3.1 identif$ some e#ampes that demonstrate the structura
and functiona reationships between ces% tissues% organs and
organ s$stems in muticeuar organisms
- ".3.&.3.& distinguish between autotrophs and heterotrophs in
terms of nutrient requirements
- ".3.&.3.3 identif$ the materias required for photos$nthesis and
its roe in ecos$stems
- ".3.&.3.4 identif$ the genera word equation for photos$nthesis
and outine this as a summar$ of a chain of biochemica reactions
Outcomes to be covered durng ths prac pacement
Patterns n !ature " from dot point 8.3.3.2.# onwards
- 8.3.3.2.5 expan the reatonshp between the organsaton of
the structures used to obtan water and mneras n a range of
pants and the need to ncrease the surface area avaabe for
absorpton
- 8.3.3.2.6 expan the reatonshp between the shape of eaves,
the dstrbuton of tssues n them and ther roe (worksheet to
be gven out on USB)
- 8.3.3.2.7 descrbe the roe of teeth n ncreasng the surface area
of compex foods for exposure to dgestve chemcas
- 8.3.3.2.8 expan the reatonshp between the ength and overa
compexty of dgestve systems of a vertebrate herbvore and a
vertebrate carnvore wth respect to:
the chemca composton of ther det
the functons of the structures nvoved
- 8.3.3.3.1 pan, choose equpment or resources and perform rst-
hand nvestgatons to gather nformaton and use avaabe
evdence to demonstrate the need for chorophy and ght n
photosynthess
- 8.3.3.3.2 perform a rst-hand nvestgaton to demonstrate the
reatonshp between surface area and rate of reacton
- 8.3.3.3.3 dentfy data sources, gather, process, anayse and
present nformaton from secondary sources and use avaabe
evdence to compare the dgestve systems of mammas, ncudng
a grazng herbvore, carnvore and a predomnanty nectar feedng
anma (ndependent research pro|ect submtted 20 |une)
- %&'&(&) *aseous e$c!ane and trans+ort s,stems
transfer c!em"cals t!rou! t!e "nternal and bet-een t!e
e$ternal en."ronments of +lants and an"mals
- 8.3.4.2.1 Compare the roes of respratory, crcuatory and
excretory systems (yet to cover excretory system and hand out
yeow revson page)
- 8.3.4.2.2 dentfy and compare the gaseous exchange surfaces
n an nsect, a sh, a frog and a mamma (hand-out gven out,
yet to tak through summary wth cass though)
- 8.3.4.2.3 expan the reatonshp between the requrements of
ces and the need for transport systems n mutceuar
organsms
- 8.3.4.2.4 outne the transport system n pants, ncudng:
- root har ces
- xyem
- phoem
- stomates and entces
- 8.3.4.2.5 compare open and cosed crcuatory systems usng
one vertebrate and one nvertebrate as exampes
- 8.3.4.3.1 Use avaabe evdence to perform a rst-hand
nvestgaton and gather rst-hand data to dentfy and descrbe
factors that ahect the rate of transpraton
- 8.3.4.3.2 perform a rst-hand nvestgaton of the movement of
materas n xyem or phoem
- 8.3.4.3.3 use avaabe evdence to dscuss, usng exampes, the
roe of technooges, such as the use of radosotopes n tracng
the path of eements through vng pants and anmas (handout
pus queston on ceery prac)
- %&'&/&) 0a"ntenance of oran"sms re1u"res ro-t! and
re+a"r
- 8.3.5.2.1 dentfy mtoss as a process of nucear dvson and
expan ts roe
- 8.3.5.2.2 dentfy the stes of mtoss n pants, nsects and
mammas
- 8.3.5.3.1 perform a rst-hand nvestgaton usng a mcroscope to
gather nformaton from prepared sdes to descrbe the sequence
of changes n the nuceus of pant or anma ces undergong
mtoss
- 8.3.5.2.3 expan the need for cytokness n ce dvson
- 8.3.5.2.4 dentfy that nuce, mtochondra and choropasts
contan DNA
Year )) B"o Lesson Lesson O.er."e-
2/6/14 Monday P5 30
5
Cass canceed Games
3/6/14 1 Tuesday P1/
2
30
5
Photosynthess revew (energy). Intro to transpraton (nutrents), and mportance of root structure
and eaves to ths.
3 pracs on evaporaton, stomates, water oss.
Revse mportance of expermenta desgn (dscuss varabes + reabty/accuracy/vadty)
Mrs Chapman go through remander of exam answers.
(More detaed theory on root structure and eaves, f tme, otherwse begn wth ths next esson on
wed)
Remnd grs to nsh handout from other day for tomorrows esson.
4/6/14 2 Wednesda
y
P3 30
5
Start theory and deta on root structure and eaves.
6/6/14 3 Frday P6 30
5
Resuts for water oss prac / resuts dscusson/ re-vst expermenta desgn
Foow up: hand n prac wrte-up for markng on Tuesday.
9/6/14 - Monday P4 30
5
PUBLIC HOLIDAY
10/6/1
4
4 Tuesday P4 30
5
2/3: Fnsh pant structure / transport systems / gas exchange.
1/3: Check prac wrte-up pracs A and B. Go through C together. End: worksheet f tme, otherwse
homework.
11/6/1
4
5 Wednesda
y
P1 30
5
phoem and asprn prac.
12/6/1
4
6 Thursday P3 30
5
Fnsh oh drawng Vasene eaves
Fnsh checkng pracs A, B and C remanng students
Draw ceery cross-secton
Phosynthess prac
Hand out sotopes
Hand-out mamma research pro|ect
16/6/1
4
7 Monday P5 30
5
Mamma dgeston ecture, vdeo and worksheet
17/6/1
4
8 Tuesday P1/
2
30
5
Re-cap dgestve, ntroduce ce requrements, compare pant and anma, start ookng at systems to
support these needs.
Break students nto groups to research and produce one page revson gude on
crcuatory/respraton/excretory
18/6/1
4
9 Wednesda
y
P3 30
5
Dherence between carnvore and herbvore. Go through crcuatory system and excretory system.
20/6/1
4
1
0
Frday P6 10
2
Go through respratory system, gas exchange mamma/frog/nsect/sh
YEAR ))2 LESSON )
TRANS34RAT4ON
No&
Students
20
Room
305
Class
Perod 1/2
Date
Tuesday 3 |une
2014
Outcomes to be co.ered "n t!"s lesson
*tudents revise:
- 8.3.2.3.3 dentfy the materas requred for photosynthess and ts roe n ecosystems
- 8.3.2.3.4 dentfy the genera word equaton for photosynthess and outne ths as a summary of a chan of bochemca reactons
*tudents earn to:
- 8.3.3.2.6 expan the reatonshp between the shape of eaves, the dstrbuton of tssues n them and ther roe
- 8.3.3.2.5 expan the reatonshp between the organsaton of the structures used to obtan water and mneras n a range of pants and the need
to ncrease the surface area avaabe for absorpton
*tudents:
- 8.3.4.3.1 Use avaabe evdence to perform a rst-hand nvestgaton and gather rst-hand data to dentfy and descrbe factors that ahect the
rate of transpraton
Resources
Prac A Rate of Evaporaton
- Fter paper (enough for 20 students, each pece to be cut up nto 5 peces)
- Weghng scaes
- 20 sma, seaabe pastc bags
- Eectrc fan
- Trays
Prac B A mode stomata
- 5cm soft green stems (aex to coect)
- Cotton thread
- 50mL beakers
- 1L dsted water
- 1L 2% NaC souton
- Scapes
Prac C Loss of water from eaves
- Leaves (students to coect)
- Vasene
- Strng
- Scssors
- 2 x retort stands
Powerpont on
- Photosynthess revson
- summary of eaf structure (revse handout) and roe n
photosynthess / ntro to transpraton
- Scahodng for prac wrte-up
- Expermenta desgn
- greater deta on eaf structure, SA:V (f tme)
Dherentaton:
Worksheet A: extra prac wrte-up scahodng and dentons
Worksheet B: wthout extra, pus extenson actvty on eaf
structure adaptatons
5ollo-6u+ Act"."t,
Foow-up: have everyone to have ams, modcatons to apparatus or
methods, resuts and some notes on varabes n books for Pracs A and
B. Can have start on dscusson / worksheet questons. Prac C w be
nshed Frday.
Wednesday esson: Cover theory on handout on root structure, and
eaves.
Assessment Tas7s
none
Lesson Se1uence2 Teac!er Act"."t, Lesson Se1uence2 Student Act"."t, Est T"me
Greetng, Ro, admn Students sette 5 / 9.15-9.20
Recap on pants so far:
Ask students
- what do we aready know about pants?
- what s the roe of eaves???
- how they make energy
Recap the equaton for photosynthess and the mportance of ths as
the foundaton for a fe to exst on earth.
Students take notes and answer teacher ead
questons
5 / 9.20-9.25
Intro to how pans get nutrents: transpraton
- Energy not enough, aso need trace nutrents and mneras to
functon
- Intro to transpraton, and mportance of root structure and
eaves to ths.
Students take notes and answer teacher ead
questons
5 / 9.25-9.35
Hand out prac nstructons and descrbe actvty to be done (3 pracs:
on evaporaton, stomates, water oss)
- Dscuss prac wrte-up requrements
- Revse mportance of expermenta desgn (dscuss varabes +
reabty/accuracy/vadty) and ask grs to take notes on these
durng prac n reaton to Prac A
- Work through wrte-up of Prac A, and deas for wrte-up for
Pracs B/C
Students take notes and answer teacher ead
questons
10 / 9.35-9.45
Students do prac Do prac wth teacher assstance 55 /9.45-10.40
Mrs Chapman go through remander of exam answers. n/a 15 / 10.40-10.55
(More detaed theory on root structure and eaves, f tme, otherwse
begn wth ths next esson on wed).
Students take notes and answer teacher ead
questons
-
Remnd grs to nsh handout from other day for tomorrows esson. n/a -
YEAR ))2 LESSON 8
3LANT STRUCTURE
Room
305
Class
Perod 3
Date
|une 2014
Outcomes to be co.ered "n t!"s lesson
*tudents earn to:
- (Lessons 1/2) 8.3.3.2.5 expan the reatonshp between the organsaton of the structures used to obtan water and mneras n a range of pants
and the need to ncrease the surface area avaabe for absorpton
- (1/2) 8.3.3.2.6 expan the reatonshp between the shape of eaves, the dstrbuton of tssues n them and ther roe
Resources
Powerpont on pant structure
Dherentaton:
Gossary/coze exercse for EAL/D students
Handout note-takng sheets for Sopha (wefare)
5ollo-6u+ Act"."t,
-
Assessment Tas7s
-
Lesson Se1uence2 Teac!er Act"."t, Lesson Se1uence2 Student Act"."t, Est
T"me
Greetng, Ro, admn Students sette 0-5
Mrs Chapman run through haf-yeary resuts -
Begn pant structure essons Students take notes
YEAR ))2 LESSON '
54N4S9 TRANS34RAT4ON 3RAC AND D4SCUSS4ON O5 RESULTS
Room
102
Class
Perod 6
Date
|une 2014
Outcomes to be co.ered "n t!"s lesson
*tudents earn to:
- (Lessons 1/2) 8.3.3.2.5 expan the reatonshp between the organsaton of the structures used to obtan water and mneras n a range of pants
and the need to ncrease the surface area avaabe for absorpton
- (1/2) 8.3.3.2.6 expan the reatonshp between the shape of eaves, the dstrbuton of tssues n them and ther roe
Summar,
Resuts for water oss prac and draw eaves / resuts dscusson/ re-vst
expermenta desgn
Foow up: hand n prac wrte-up for markng on Tuesday.
Resources
Handout from Mrs Chapman
5ollo-6u+ Act"."t,
Wrte-up prac for homework for Tuesday
Assessment Tas7s
none
Lesson Se1uence2 Teac!er Act"."t, Lesson Se1uence2 Student Act"."t, Est
T"me
Greetng, Ro, admn Students sette 2.25-
2.30
Fnsh prac resuts, and then dscusson:
Draw eaves
Mode stomata and draw
Coate ter paper data
Students draw ther eaves n a tabe
Students draw stomata exampe
Students submt ter paper data for anayss
Partcpate n dscusson
2.30-
3.00
If tme, go through worksheet answers - reate back to yesterdays prac,
resuts for Pracs A/B
- stomata (how open and cose, water enterng guard ces, swe,
open)
- vascuar tssue n eaves vens (xyem/phoem)
- epderms (upper and ower epderma ces)
- mesophy (spongy and pasade) - phtosynthess
Students asked to take turns readng secton on
eaves, then go through answers together
3.00-
3.15
YEAR ))2 LESSON (
Room
305
Class
Perod 4
Date
Tuesday 10 |une 2014
Outcomes to be co.ered "n t!"s lesson
*tudents:
- 8.3.4.2.4 outne the transport system n pants, ncudng:
- root har ces
- xyem
- phoem
- stomates and entces
Summar,
1/3: Go through Prac C together, draw eaves.
2/3: Fnsh pant structure / transport systems / gas exchange.
end: Check prac wrte-up pracs A and B. End: worksheet f tme, otherwse homework.
Resources
Powerpont presentaton on eaf structure
Notes handout
Worksheets
Dherentaton:
Summary hand-out for Sopha (wefare)
5ollo-6u+ Act"."t,
Wrte-up Prac C
Assessment Tas7s
Lesson Se1uence2 Teac!er Act"."t, Lesson Se1uence2 Student Act"."t, Est T"me
Greetng, Ro, admn Students sette 12.05-12.10
Go through Prac C together, draw eaves.
Check homework at same tme. Check prac wrte-up pracs A
and B.
Students draw eaves, dscuss resuts wth teacher
12.10-12.25
Fnsh pant structure / transport systems / gas exchange. Students sten and take notes 12.25-12.50
End: worksheet f tme, otherwse homework. Students show homework and do worksheet 12.50
YEAR ))2 LESSON /
Room
305
Class
Perod 1
Date
Wednesday
11 |une 2014
Outcomes to be co.ered "n t!"s lesson
*tudents earn to:
- 8.3.4.2.4 outne the transport system n pants, ncudng:
- stomates and entces
*tudents:
- 8.3.3.3.2 perform a rst-hand nvestgaton to demonstrate the reatonshp between surface area and rate of reacton
- 8.3.4.3.1 Use avaabe evdence to perform a rst-hand nvestgaton and gather rst-hand data to dentfy and descrbe factors that ahect the rate of transpraton :C!ec7 -r"te6u+
of t!ese +racs;
- 8.3.4.3.2 perform a rst-hand nvestgaton of the movement of materas n xyem or phoem
Summar,
- Dene entce
- Check wrte-up transpraton pracs (or at east A and B)
- Do xyem and asprn pracs
- Draw transpraton eaves
- Notes for radosotopes
Resources
- Asprn prac: 2 beakers, 2 asprn, watch, mortar and peste, water
- Xyem prac: ceery, dye, scapes, whte tes
- Prac hand-out
Dherentaton:
Reduced homework task hand-out nstructons for EAL/D and Sopha
(wefare) due to potenta confuson from number of pracs
5ollo-6u+ Act"."t,
Wrte-up prac for thursday
Assessment Tas7s
-
Lesson Se1uence2 Teac!er Act"."t,
Lesson Se1uence2 Student Act"."t, Est T"me
Greetng, Ro, admn Students sette 5 / 9.15-9.20
Ask students to abe and add denton of entces to yesterdays notes
Lentces are ary ces n the bark of the stems and roots of certan pants. They functon as pores whch aow the
exchange of gases between nterna tssues and the atmosphere.
A entce s a porous tssue consstng of ces wth arge nterceuar spaces n the perderm of the secondary thckened
organs and the bark of woody stems and roots of dcotyedonous owerng pants.|2| It functons as a pore, provdng a
pathway for the drect exchange of gases between the nterna tssues and atmosphere through the bark, whch s
otherwse mpermeabe to gases.
Lentces are found as rased crcuar, ova, or eongated areas on stems and roots.
Students add note 5 / 9.20-9.25
Dstrbute prac nstructons.
Students asked to:
- Draw Vasene eaves
- Asprn prac
- Ceery prac
- Aex to check transpraton pracs wrtten up whe students dong prac.
35 /
9.25-10.00
Start to pack up. Remnd grs: have transpraton prac C, xyem and asprn pracs wrtten up for Frday. 5 /
Hand out sotope nfo f tme. 10.0-10.55
YEAR ))2 LESSON <
3!otos,nt!es"s +rac
Room
305
Class
Perod 3
Date
Thursday
12 |une 2014
Outcomes to be co.ered "n t!"s lesson
*tudents:
- 8.3.3.3.1 pan, choose equpment or resources and perform rst-hand nvestgatons to gather nformaton and use avaabe evdence to
demonstrate the need for chorophy and ght n photosynthess
Summar,
Phosynthess prac
Fnsh oh drawng Vasene eaves
Fnsh checkng pracs A, B and C remanng students
Draw ceery cross-secton
Isotopes hand-out
Hand-out mamma research pro|ect due next Frday Perod 6
Resources
Prac Instructons
Prac Equpment (see nstructons)
Dherentaton:
Exampe prac wrte-up handout for EAL/D and Sopha (wefare)
5ollo-6u+ Act"."t,
See handout for summary
Assessment Tas7s
-
Lesson Se1uence2 Teac!er Act"."t, Lesson Se1uence2 Student Act"."t, Est T"me
Greetng, Ro, Admn Students sette 5
Photosynthess prac (handout) Students do prac
5-50
YEAR ))2 LESSON =
9uman d"est".e s,stem
Room
305
Class
Perod 5
Date
Monday 16 |une 2014
Outcomes to be co.ered "n t!"s lesson
*tudents:
- 8.3.2.3.2 dstngush between autotrophs and heterotrophs n terms of nutrent requrements
- 8.3.3.2.7 descrbe the roe of teeth n ncreasng the surface area of compex foods for exposure to dgestve chemcas
- (begn) 8.3.3.2.8 expan the reatonshp between the ength and overa compexty of dgestve systems of a vertebrate herbvore and a
vertebrate carnvore wth respect to: the chemca composton of ther det the functons of the structures nvoved
Summar,
Start of mammaan dgestve system
Resources
Sde notes
Dgeston worksheet
Youtube vdeo https://www.youtube.com/watch?v=s06XzaKqELk
Dherentaton:
Addtona gossary for dgeston handout for EAL/D
5ollo-6u+ Act"."t,
-
Assessment Tas7s
-
Lesson Se1uence2 Teac!er Act"."t, Lesson Se1uence2 Student Act"."t, Est T"me
Greetng, Ro
Admn
- W check a pracs done
- Photosynthess prac resuts
- Indv research pro|ect handout
- Brng textbooks tomorrow!! And aptops f have them
Students sette 5 / 1.35-1.40
Intro: how do we get our energy to ve? we are heterotrophs and gan
energy from consumng other orgs - .e. pants and anmas. a mammas
do ths - ots have specazed on one or a few food sources. st:
herbvore, carnvore, omnvore, nectvore, nsectvore, pscvores,
frugvores etc. Do we aready know some Austraan speces that have
specased? Branstorm. But ets start wth humans.
Sde ecture on human dgestve system
Students partcpate n dscusson and take notes
20 / 1.40-2.00
Vdeo on dgestve system Students watch vdeo 12 / 2.00-2.12
Worksheets on dgestve system Students do worksheet. Teacher check pracs done 13 / 2.12-2.25
- aex check a pracs done, mark oh ro
YEAR ))2 LESSON %
Room
305
Class
Perod 1/2
Date
17 |une 2014
Outcomes to be co.ered "n t!"s lesson
*tudents earn to:
- 8.3.4.2.1 Compare the roes of respratory, crcuatory and excretory systems
Summar,
Re-cap dgestve, ntroduce ce requrements, compare pant and anma,
start ookng at systems to support these needs.
Break students nto groups to research and produce one page revson
gude on crcuatory/respraton/excretory
Resources
Hand-outs/textbook/aptop/pctures/photocopy of chapter as research
resources
Dherentaton:
Dstrbute EAL/D across research groups and assgn peer mentors and
specc research roes for team members
5ollo-6u+ Act"."t,
Hand n posters for photocopyng
Lesson Se1uence2 Teac!er Act"."t, Lesson Se1uence2 Student Act"."t, Est T"me
Greetng, Ro, admn Students sette 0-5
1) re-cap on what we earnt yesterday about human/omnvore
dgestve system. New sdes summarsng and ntroducng
dherences between dgestve system of dherent dets
2) drect students to dgestve system revson worksheet, and
worksheets on dherent dets to assst wth research pro|ect
3) ran through a few asutraan mammas they coud do ther
research pro|ect on
Students take addtona notes on handout 30
Students prepare revson page summary n groups.
Teacher check rest of transpraton pracs.
Students create summary poster. Rest of
esson
YEAR ))2 LESSON >
Room
305
Class
Perod 3
Date
18 |une 2014
Outcomes to be co.ered "n t!"s lesson
*tudents earn to:
- 8.3.3.2.8 expan the reatonshp between the ength and overa compexty of dgestve systems of a vertebrate herbvore and a vertebrate
carnvore wth respect to:
the chemca composton of ther det
the functons of the structures nvoved
- 8.3.4.2.1 Compare the roes of respratory, crcuatory and excretory systems
- 8.3.4.2.5 compare open and cosed crcuatory systems usng one vertebrate and one nvertebrate as exampes
Summar,
Dherence between carnvore and herbvore. Go through crcuatory system and
excretory system.
Resources
5ollo-6u+ Act"."t, Assessment Tas7s
Lesson Se1uence2 Teac!er Act"."t, Lesson Se1uence2 Student Act"."t, Est T"me
Greetng, Ro, admn Students sette 5 / 11.15-11.20
Run through adaptatons b/w carnvores vs herbvores. Students take notes on handouts 5 / 11.20-11.25
Show denton of EXPLAIN. Students copy down denton 5 / 11.25-11.30
Students use nformaton from tabe provded to answer the dot
pont: (30 mns)
Expan the reatonshp between the ength and overa compexty
of dgestve systems of a vertebrate herbvore and a vertebrate
carnvore wth respect to:
the chemca composton of ther det
the functons of the structures nvoved.
Students wrte answer n books 10 / 11.30-11.40
Crcuatory system: hand out photocopy of summary page. Group
present poster to cass.
Students present revson sheet. 10/11.40-11.50
Teacher run through presentaton on crcuatory system. Students take addtona notes on revson sheet. 10/11.50-12.00
YEAR ))2 LESSON )?
Room
102
Class
Perod 6
Date
20 |une 2014
Outcomes to be co.ered "n t!"s lesson
*tudents earn to:
- 8.3.4.2.1 Compare the roes of respratory, crcuatory and excretory systems
- 8.3.4.2.2 dentfy and compare the gaseous exchange surfaces n an nsect, a sh, a frog and a mamma
Summar,
Go through respratory system and compare n dherent anmas
Resources
Student revson hand-outs on resp system
Readngs and worksheet comparng resp systems
Dherentaton:
Worksheet B for EAL/D and Sopha (wefare)
Worksheet A rest of cass
5ollo-6u+ Act"."t,
Dgestve system comparson due today
Assessment Tas7s
Lesson Se1uence2 Teac!er Act"."t, Lesson Se1uence2 Student Act"."t, Est T"me
Greetng, Ro
Admn:
- Carfy that not a nvertebrates have cosed crc system. A
nsects do. Fsh dentey cosed.
- Babys heart has four chambers, |ust ke an adut
- Hand-out coour prntout of resp system dagram
Students sette 5 / 2.25-2.30
Coect ndvdua research pro|ects Students hand n pro|ects 5 / 2.30-2.35
Re-cap
- Needs of anma ces (energy, nutrton, water, get rd of waste)
- Systems that support these needs:
o Crcuatory System transports materas
o Respratory System: oxygen enters, carbon doxde s
removed
o Excretory System removes wastes and reguates uds
Students answer questons 5 / 2.35-2.40
Hand-out photocopy of resp system revson sheet. Ask resp group to
present ther poster
Group present ther poster 10 / 2.40-
2.50
Teacher run through respratory system Students take extra notes on ther hand-out 10 / 2.50-
3.00
Hand-out readng on sh vs mamma vs nsect vs frog resp systems. Get
students to thnk-par-share summary worksheet
Students summarse nfo 10 / 3.00-
3.10
Go through answers wth cass (ran out of tme) Students amend notes 5 / 3.10-3.15