Unit Plan - Year 10 - Big Ideas of Science

Unit Plan - Year 10 Big Ideas of Science
EDUC6735 Science – Curriculum Foundations 2013

By
Andrew Smith
Adam Morrison
Clancy Johsoncash
Audrey Nourse

Contents
Unit Plan - Year 10
Unit Outline

3

Identify Curriculum: Content Descriptions to be Taught

4

General Capabilities and Cross-Curriculum Priorities

5

Unit Vocabulary

6

Unit lesson sequence – Suggested learning activities

8

Unit organised with 5E’s

15

BIG IDEA – Timeline Presentation - Assessment Task Sheet

21

BIG IDEA – Timeline Presentation - Criteria Sheet

23

Resources List

25

2

Unit Plan – Year 10
Unit title

Duration of unit

Year level

Big Ideas of Science

10 weeks

10

Unit outline
Unit focus / description
This unit focuses on the need to understand the dynamic nature of the earth and its place in the universe. It considers the relationship between
technological advances, scientific discoveries and the corresponding social implications.

Questions that shape the inquiry
▪ What is the scientific basis for currently accepted theory
▪ How did the sequence of scientific discoveries affect the construction of the current theory
▪ What are the implications of the currently accepted theory (short term, long term, biological, social etc...)

Assessment
Students choose and research a currently accepted scientific theory. Students may choose the following:
① The theory of evolution and the role of Darwin in its development
② The field of genetics and the roles of Mendel, Watson, Crick and Franklin in its development
③ The periodic table and the role of Mendeleev in its development
④ Modern cosmology and the role of scientists, such as Hubble, Hawking and Hoyle, in its development
⑤ Newtonian physics and the role Galileo played in overthrowing Aristotelian physics
⑥ Geosciences and the scientific evidence for past and present climate change.
⑦ Other theory (The appropriateness of this theory needs to be evaluated by the teacher).
Students use the information researched to plan and present a timeline in a multimodal format, with explanations of the significant evidence and summaries
of the key people involved in the historical development of the theory.
3

Identify Curriculum: Content Descriptions to be Taught
Science Understanding

Science as a Human Endeavour

Biological sciences
▪ The transmission of heritable characteristics
from one generation to the next involves DNA
and genes.

Nature and development of science
▪ Scientific understanding, including models and theories,
are contestable and are refined over time through a
process of review by the scientific.

▪ The theory of evolution by natural selection
explains the diversity of living things and is
supported by a range of scientific evidences.

▪ Advances in scientific understanding often rely on
developments in technology and technological advances
are often linked to scientific discoveries.

Chemical sciences
▪ The atomic structure and properties of
elements are used to organise them in the
Periodic Table.
▪ Different types of chemical reactions are used
to produce a range of products and can occur at
different rates.

Use and influence of science
▪ People can use scientific knowledge to evaluate
whether they should accept claims, explanations or
predictions.
▪ The values and needs of contemporary society can
influence the focus of scientific research.

Earth and space sciences
▪ The universe contains features including
galaxies, stars and solar systems and the Big
Bang theory can be used to explain the origin of
the universe.
▪ Global systems, including the carbon cycle, rely
on interactions involving the biosphere,
lithosphere, hydrosphere and atmosphere.

Science Inquiry Skills Literacy
Planning and conducting
▪ Select and use appropriate equipment, including digital
technologies, to systematically and accurately collect and
record data.
Processing and analysing data and information
▪ Analyse patterns and trends in data, including describing
relationships between variables and identifying
inconsistencies.
▪ Use knowledge of scientific concepts to draw conclusions
that are consistent with evidence.
Evaluating
▪ Evaluate conclusions, including identifying sources of
uncertainty and possible alternative explanations, and
describe specific ways to improve the quality of the data.
▪ Critically analyse the validity of information in secondary
sources and evaluate the approaches used to solve
problems.
Communicating
▪ Communicate scientific ideas and information for a
particular purpose, including constructing evidence-based
arguments and using appropriate scientific language,
conventions and representations.

Physical sciences
▪ Energy conservation in a system can be
explained by describing energy transfers and
transformations.
▪ The motion of objects can be described and
predicted using the law of physics.
4

General Capabilities and Cross-Curriculum Priorities
Literacy

Use scientific language and vocabulary to explain concepts of the origins of the universe and earth, its apparent expansion,
global systems and the human impact considering relationships between technological advances and scientific discoveries.

Numeracy

Evaluate and present second hand data and information on aspects of the origins of the universe, its apparent expansion,
global systems and the human impact while considering the relationships between technological advances and scientific
discoveries.

ICT Competence

Utilise simulations to aid understanding of the relative magnitude of planetary bodies in relation to the size of the universe.
Computer research to explore concepts.

Critical / Creative
Thinking

Analyse and evaluate others’ work and summarise information.

Ethical Behaviour

To be considered during debating activities and discussion.

Personal / Social
Competence

Working together to conduct research, discuss ideas and complete assessment.

Provide evidence for the claims of your theory.

Aboriginal / Torres Strait Investigate Indigenous history, cultural ideas and stories about their land practices and its effect on Australia’s climate and
ecosystems.
Islander histories and
cultures
Sustainability

Analysing global systems to evaluate human impacts and their relevance to sustainability practices.

5

Unit Vocabulary: Specialist terms related to the following concepts Unit Vocabulary
Cosmos

expansion, electromagnetic
radiation, telescopes,
galaxies, Hubble,
Doppler Effect

Earth system cycles Climate
Change/Ocean current
atmosphere, condensation, consumer,
coriolis effect, evaporation, habitat,
hydrosphere, lithosphere, percolation,
precipitation, producers, groundwater

Sea level and biodiversity

Human activity

biodiversity, climate refugee, database,
decomposers, fauna, flora, food chain,
food web, glacier, scavengers, sea level,
search engine specific heat, thermal
conductivity

abiotic, biotic, acidification,
biodiversity, biosphere, biotic,
carbon sinks, ecosystem, emissions,
eutrophication services, half-life,
interdependence, niche, ozone, run
off, wild harvest, transpiration,
photosynthesis

6

Week

Lesson focus

Assessment opportunities

1

▪Identify our place in the Universe
▪Describe our interact and detection methods with the
electromagnetic spectrum and instrument we use to
detect
▪Describe formation of galaxies and stars

2

▪Describing the Big Bang Theory
▪Identify evidence to support the Big Bang Theory and
the age of the Universe.

3

Earth System Cycles

4

Issues on Earth – ocean current regulating global climate
and causes of the greenhouse effect.

5

Issues on Earth – climate change effect on sea level and
biodiversity

6

Issues on Earth – human activity affect

7

Assessment instrument

8
9 & 10


▪ Use of ICT and research skills
▪ Ability to create a concept map
▪ Ability at note-taking and visual representation
▪ Ability to describe our place in the Universe
▪ Participation in group and class discussion
▪ Ability to explain the formation of galaxies and stars
▪ Constructing a timeline
▪ Participate in practical activity
▪ Competence in numeracy graphing/interpretation
▪ Participate in concept mapping and class discussion
▪ Ability to identify components of the atmosphere/ lithosphere/ biosphere/
hydrosphere
▪ Ability to summarise carbon cycle information in a visual form
▪ Participation in group explanation of a section of the carbon cycle summary
▪ Ability to write a concise paragraph on the journey of nitrogen
▪ Ability to simply explain greenhouse effect with a diagram
▪ Ability to record data in a table and construct a graph
▪ Ability to explain movement of water in oceans
▪ Participation in group debate, explaining point of view in own words
▪ Participation in classroom discussions
▪ Answers to questions
▪ Participation in discussion on researched topic issue
▪ participation in class discussions
▪ answers to direct questioning
▪ formative assessment of group presentations
▪ Discussion about direction of the draft /proposal
▪ Draft and proposal proof-reading
▪ Summative assessment


7

Unit lesson sequence – Suggested learning activities
Week 1 Lesson 1-2 Focus: Engage and explore our perspectives, observation and our place in the universe
By Completion of lesson:
▪ Discuss the instruments used to observe the universe in the electromagnetic spectrum
▪Understand our interactions with the electromagnetic spectrum
▪ Define the scale of the universe
▪Define Earth within the universe

Suggested activities – Not all activities need to be completed
1. Perspectives of our view of the world - images/video/questions
Introduce and challenge students’ perspectives of the universe through
images and text.
2. Scale of the Universe 2 - interactive ICT
On computers students can interactively engage and explore the scale of
objects in the Universe

5. The known Universe - video/note taking/label diagrams
View the video “The Known Universe.” Teacher prepares a presentation
of images (all can be obtained from APOD) in ascending scale of order for
the sections Earth>Sun>Milky Way>Local Group>Virgo Clusters > Galaxy
Clusters. Students are to take notes and draw a labelled diagram for each
section. At the end of each sections students can come to board to
discuss and draw their diagram to check for understand.

3. Interacting with the Universe - ICT investigation /PowerPoint /discussion 6. Types of Galaxies and stars – brainstorm /video
Teacher prepares a power point with images and short videos of
Students brainstorm different types of galaxies and watch a video on the
observatory telescopes in use across the world (all can be obtained from
comparison of star sizes.
APOD) Students are encouraged to investigate and discuss the current
large observation endeavours going on right now, such as the Kepler
7. Formation of Stars and Galaxies
project, Large Satellite Array etc, and relate them to the electromagnetic
Students form pairs and construct a flow diagram of either star
spectrum they detect.
formation or galaxy formation. A star pair and galaxy pair form and
explain to each other their flow concepts.
4. Electromagnetic radiation -video/concept map
Brainstorm students’ concepts and understanding of light and
electromagnetic radiation. View video and ICT information and refine the
concept map and understanding.

8

Week 2

Lesson 3-4 Focus: Explore and Explain The Big Bang Theory and the age of the Universe

▪Explain the evidence to support the Big Bang Theory
▪Discuss the assumptions/deductions scientist made to support the theory
▪Create a timeline of Big Bang Theory
▪ Explain the evidence to support the age of the universe

1. Big Bang Timeline - activity
Students cooperative discover the Big Bang Theory by constructing a
timeline with an explanation from handouts.
2. Video Big Bang Theory – video/discussion
View video with students, pausing after each section. Discuss with
students each process of the Big Bang in conjunction with their timeline.
Students can demonstrate understanding and explanation in their own
words and ask questions about terms and phrases that need elaboration
and further explaining.
3. Concept map - activity
Class will create a concept-map on the board detailing the flow of
evidence to support the Big-Bang and the age of universe including
assumptions and deductions made by scientists.

4. Doppler Effect - Activity
A large space is made and students animate the Doppler Effect. Students
are assigned roles such as: constant medium- rate light pulses, slow
moving objects and timer. Timer records the time it takes for a light pulse
to meet an object. Students should observe the time it takes for each
light pulse to reach the moving objects is longer.
5. Define the Doppler Effect - video
View videos explain the Doppler effect and electromagnetic spectrum
6. Hubble’s Law - activity
Students graph the distance vs. velocity of galaxies (their ‘red-shift’). They
observe galaxies nearer to us display a smaller red-shift than galaxies
more distant away. Students draw a gradient line and rearrange the
equation to solve for time. Students learn a key evident supporting an
expanding universe.
7. Conclusions –video
View video of a discovery of the most distance galaxy found to date to reengage
exploration of the universe.

9

Week 3 Lesson 5 - 6 Focus: Earth System Cycles
▪ Define the 4 spheres: atmosphere, lithosphere, biosphere and hydrosphere and show how they interact
▪ Explain the water cycle and its importance to the spheres
▪ Create a concise visual representation of the carbon cycle
▪ Define an ecosystem, using terms such as biotic, abiotic and explaining the journey of nitrogen

1.

2.

Discuss ‘The Spheres’ - define
Define the atmosphere, lithosphere, biosphere, and hydrosphere. Link
each with idea of interactions between spheres with sphere identification
task.
Water Cycle - practical
Students build a model of the water cycle in a bottle, left in the sun, to be
observed over 2 Lessons. The results are explained during the beginning
of the second lesson.

3.

Define Terms – Discuss/define
Discussion and definition of terms of water cycle: evaporation,
condensation, precipitation, percolation, and examples of each.

4.

5.

‘Ecosystem Ecology: Links In The Chain’ - video
Explanation of the ecosystem interconnections between cycles

6.

Ecosystem Card sort - activity
Students in pairs sort organisms into producers, the various levels of
consumer, and the habitat that each system is found.

7.

‘Travelling Nitrogen’ - activity
Students take on the role of nitrogen travelling through the cycle to learn
the different pathways taken and the relevance of nitrogen to all living
things

‘Carbon Cycle Summary’ - poster activity
Students work in groups to summarise information cards into a poster
clearly displaying the key connections of the carbon cycle. This skill will be
useful as a possible means of representation for the assignment.

10

Week 4 Lesson 7 - 8 Focus: Issues on Earth – Ocean Current Regulating Global Climate and Causes of the Greenhouse
▪
▪
▪
▪

Explain the Coriolis effect is and how it is important for the formation of gyres
Discuss how ocean gyres are important for the continuation of a dynamic local climate
Define the greenhouse effect, both natural and enhanced
Discuss the causes of enhanced greenhouse effect and the means to curb the changes

1.

‘Fresh Water In The Arctic’ - video
Students task is to write down descriptions of the water in the North
Pole, as well as each of the ocean basins, paying special attention to the
temperature and how it moves; students encouraged to share their
descriptions

2.

‘Ocean Gyres’ - Prac
Students model and investigate the surface currents within ocean gyres
(using a directed worksheet, a tray of water, red and blue sequins and
straws) and what happens if a gyre was to slow down.

3.

‘Gyre Mapping’ - activity
Given a table describing the gyres in various locations on the earth,
students complete the table and use red and blue coloured pencils to
map warm and cool currents. They then use this knowledge after viewing
the Beaufort Gyre animation to map what is happening to warm and cold
currents

4. ‘Arctic Oscillation’ -discussion
Directed class discussion on how ocean currents and the atmosphere are
connected to the global climate system

5. ‘Greenhouse Effect Prac’ – activity
Students set up two physical models investigating the results of the
greenhouse effect with beakers, cling wrap and thermometers (one
beaker sealed, the other open)
6. Greenhouse effect loop game – group activity
Group activity matching the definitions of vocabulary involved in global
warming as well as connected content and examples of global warming
effects
7. Alt Greenhouse effect results: ‘Earth The Power Of The Planet -video /
worksheet
Students investigate effects of greenhouse effect not commonly known
(Methane release) via worksheet questions.
8. ‘Global Warming Conference’ - group debate
Groups of 2-3 use scenario cards to argue their particular case,
culminating in a class vote. This gives students experience in oral
explanation, which may be useful for the assignment.

11

Week 5 Lesson 9 - 10 Focus: Issues on Earth – Climate Change effect on sea level and biodiversity
▪ Understand how specific heat and thermal conductivity affects the sea levels due to climate change.
▪ Understand the effect climate change is having on sea levels through: ice caps melting and water expansion
▪ Discussed the results of rising sea-levels on islander communities - Focussing on Tuvalu, Kiribati and Torres Strait Islands
▪ Researched an ocean biodiversity problem caused by climate change.
▪ Reflected on whether they feel a greater responsibility for the world’s biodiversity.
1. Discrepant event: Displaying the distinctiveness of water
What happens when a balloon of air and a balloon of water are heated
Students learn about the effects of specific heat and thermal
conductivity.
Other liquids specific heats and thermal conductivities are viewed.
Students can discuss the scenarios if the world wasn’t filled with water.

5. Learning research skills
Through a current climate change ocean biodiversity example students
learn how to research on the internet.
Explanations on how to use search engines, knowing what information is
important and explaining how to enter internet sites into a bibliography
will be covered.

2. Climate change affecting sea levels – News Clip / discussion
Students view a news clip displaying sea levels rising due to ice caps
melting. Further discussion will be on another affect climate change is
having on sea level through water expansion.

6. Biodiversity issues caused by climate change -researching a topic
Students research an ocean biodiversity problem caused by climate
change.
Some suggestions are: Bleaching of Great Barrier Reef, Salination of
Kakadu
Ocean acidification from excess carbon dioxide

3. Increased sea-level consequences on islander communities. –Short
documentaries / News Clip
The significance of this for the Torres Strait Islands will be discussed and a
short documentary will be viewed.
Discussion questions will be: -What is a climate refugee?
a. How is climate change a national security issue?
-How does the issue of complete affected nations affect climate
refugees?
4. Review notes on’ Biodiversity’
Upon taking notes students reflect on what biodiversity is. Students will
discuss the importance of diversity within the environment.

7. Biodiversity issues caused by climate change group discussion /
classroom discussion
Students make groups with students who researched the same topic and
discuss the problem. One person from each group talks about their topic
to the whole class. Class then talks about what they have learnt. Teacher
shows a short YouTube clip for each topic. (if possible)
8. Individual reflection questions
Individually students reflect on whether they feel a greater responsibility
for the world’s biodiversity and what they can do to help out.
12

Week 6 Lesson 11-12 Focus: Explore and Elaborate on the effect of human activity on global systems
By Completion of lessons:
▪Explore relationships between biotic and abiotic factors in Biosphere
▪Explore the Gaia hypothesis as proposed by Lovelock
▪Explain and elaborate in their own words on one of five case studies of human impact in a group, presenting a concise summary of some implications for the
biosphere.

1. Scale of the Universe animation/Present Gaia Hypothesis - ICT
demonstration/direct instruction
Engage the students with an animation showing the scale of the universe,
from subatomic particles up to galaxy clusters. Focus in on the scale that
humans operate at (global to molecular) and introduce Lovelock’s Gaia
Hypothesis.
2. Tug Of Truth - activity
Students will be presented with a contentious question. They will then
have to place a post-it note on a continuum from Strongly Agree to
Strongly disagree with a justification of why they have taken this position.
3. Mind Map - activity
Teacher directed activity where class puts forwards ideas regarding
human impacts on global systems, and a mind map is created on the
board. Build on ideas and promote discussion about links between
impacts.
4. Class Discussion
A class discussion directed by the following questions. Which of these
issues has the most impact? Which is most relevant to you? How can we
change our behaviour to stop or minimise this impact? Do you even care?
Why should you care? Why is it important to understand the impact we
have on our environment? This activity has a focus on ethical
considerations.

5. An Australian Perspective - revise research/summarising skills
This activity will scaffold the students’ task. The teacher will demonstrate
researching, summarising and presenting to the class a particular aspect
of the broad human impacts on the Australian environment with a focus
on scientific literacy. For example Indigenous land use practices and their
impact on the Australian environment, and how this changed with
colonisation by Europeans.
6. Present Case Studies – groups activity
Students will form groups of 5 or 6 and pick one of the following five
topics; Overfishing, Air pollution, Land Clearing, Waste Disposal,
Extinction. They will then be presented with one source relating to this
topic as a starting point.
7. Student Research - ICT
I pads booked for class to conduct research in their groups on the issue
they have chosen. Teacher will float around and assist where required.
8. Student Group Presentations - Formative assessment
Students will present their findings on the aspect of the Case Study they
have chosen to investigate. They will have 5 minutes per group to present
these to the class.
9. Summary and Reflection
As a class reflect on and evaluate the presentations and the process.

13

Week 7 Lesson 13-14 Focus: Research
▪ Draft / proposal of research for a timeline on a current scientific theory, explaining significant evidence for the theory and noting the key people involved in
its development through history. The proposal / draft must show brainstorming / concept mapping, websites and videos or books used for research.

Assessment options
1. The theory of evolution and the role of Darwin in its development
2. The field of genetics and the roles of Mendel, Watson, Crick and
Franklin in its development
3. The periodic table and the role of Mendeleev in its development
4. Modern cosmology and the role of scientists, such as Hubble,
Hawking and Hoyle, in its development

5. Newtonian physics and the role Galileo played in overthrowing
Aristotelian physics
6. Geosciences and the scientific evidence for past and present climate
change.
7. Other theory (The appropriateness of this theory needs to be
evaluated by the teacher).

Week 8 Lesson 15 – 15 Focus: Research and Planning
▪A completed comprehensive timeline using research obtained during week 7. Must contain a bibliography.

Assessment options
1.
2.
3.
4.

Annotations on PowerPoint
A timeline with labelled diagrams
An Essay
A report

5.
6.
7.
8.

A method or procedure
The script of a drama / skit.
Song lyrics
Pre-approved other

Week 9 – 10 Lesson 17 – 20 Focus: Class Presentations
▪ A multimodal presentation in front of the class that contains the main points of the written component due in week 8.

Assessment options
1.
2.
3.
4.

PowerPoint presentation / Micro lesson
Play / Skit
Homemade video
Demonstration

5.
6.
7.
8.

News report
Song
Poster
Pre-approved other
14

Unit organised with 5E’s
Week

Single

Lesson Focus

Suggested Activities

Identify the scale of
objects in the Universe

1

Lesson

ENGAGE
Students challenge their perspective of the Universe. They will interact with ICT to
gain a perspective of the scale of objects.

Define our interaction
with electromagnetic
radiation and
instruments used
Understand the
electromagnetic
radiation

EXPLORE
Class activity of interacting with our universe. Students are stimulated with
instruments we use to observe the universe and are encouraged to discuss and
explore current and past projects through the use of ICT.
EXPLORE/EXPLAIN
Students in groups create a concept map, outlining their understanding of the
electromagnetic spectrum. A video and ICT are used to refine their understanding
and use of the electromagnetic radiation.

Define our Place in the
Universe

EXPLORE
Using worksheets and a power point presentation of images obtained from APOD
students take notes and draw diagrams of our place in the universe.

Double

2

Single

Double

Describe the formation
of galaxies and stars
Understand the Big
Bang Theory and age of
the universe
Explain the evidence to
support the Big Bang
Define the concepts of
the Big Bang , age of
the universe and
assumptions
Define the Doppler
Effect

EXPLAIN
Students create flow diagrams on the formation of star and galaxies
EXPLORE
Students’ in groups construct a timeline of the Big Bang Theory

Assessment Opportunities

▪ Participation in discussion

▪ Ability to create a concept map

▪ Ability to explain our place in the
Universe
▪ Ability at note-taking and visual
representation
▪ Ability to explain the formation of
galaxies and stars

▪ Constructing a timeline

EXPLAIN
View video of the Big Bang timeline pausing to discuss and explain key terms and
hard to understand concepts
EXPLORE
Class constructs a concept map on the board of the Big Bang Theory explores the
flow of evidence to support it, and the assumption and deductions made about the
universe.

▪ Participate in concept mapping
and discussion

EXPLAIN
Students will perform an activating outlining the workings of the Doppler Effect
and its association with the red-shift of objects observed in space.

▪ Participate in practical activity

▪ Participate in discussion

▪ Ability in numeracy
15

Evaluate the Hubble’s
Law

Describing the 4
spheres on earth

3

Single
Modelling the water
cycle

Defining the water
cycle

Double

Summarising the
carbon cycle

ELABORATE
Students will graph the red-shifts of galaxies and identify Hubble’s evidence to
support the expanding and age Universe.
EXPLAIN
Using information displayed on a power point, students define the terms
atmosphere, lithosphere, biosphere and hydrosphere, and suggest which spheres
are interacting in various stimulus images
ENGAGE/EXPLORE
Students build a model of the water cycle in a plastic bottles, to be observed and
explained at the beginning of the next lesson
EXPLORE
Students observe their model of the water cycle and make notes of the features
they observe
EXPLAIN/ELABORATE
The observation the students make in their model leads to discussion and
definition of 4 terms important to the water cycle: evaporation, precipitation,
condensation and percolation.
EXPLORE
Using cards detailing parts of the carbon cycle, students construct a poster
summarising the whole cycle, and each group sharing a section of the cycle with
the class
EXPLAIN/ELABORATE
View the video ‘Ecosystem Ecology: Links In The Chain’ which explains the
interconnectivity between earth cycles and introduces the components of the
nitrogen cycle

Defining an ecosystem
and explaining the
interconnectivity of the
systems

EXPLORE/EXPLAIN/ELABORATE
After a brief discussion about what nitrogen is and why it is important, students
play the role of nitrogen molecules through the nitrogen cycle filling out a
worksheet as they go; they gain understanding of the varied pathways through the
cycle and the relevance of nitrogen to living things.

graphing/interpretation
▪ Self-reflection worksheet*

▪ Ability to define key terms
▪ Ability to identify components of
the atmosphere/ lithosphere/
biosphere/ hydrosphere
▪ Answers to sphere identification
visual stimuli
▪ Ability to identify components of
the atmosphere/ lithosphere/
biosphere/ hydrosphere
▪ Ability to define key terms
▪ Participation in construction of
carbon cycle summary poster
▪ Ability to summarise carbon cycle
information in a visual form
▪ Ability to explain a section of the
carbon cycle summary (a useful
form of presentation)

▪ Participation in group discussion
▪ Participation in the small group
activity
▪ Answers to worksheet
▪ Ability to write a concise
paragraph on the journey of
nitrogen
16

Defining the
greenhouse effect

4

ENGAGE/EXPLORE
Students model the temperature difference between natural greenhouse effect
and the enhanced greenhouse effect, recording and graphing results, and writing a
sentence to describe the pattern of the graph
EXPLAIN
With the visual model in mind, students try to come up with an explanation in
pairs, which leads to discussion about the processes involved in the greenhouse
effect

Single

ELABORATE
Using their understanding of the prac results, students are asked to come up with
an outcome of the models being left for 2 hours; given that conclusion, what will
happen on earth if the greenhouse effect continues.

ENGAGE
View video ‘Fresh Water in the Arctic’. Students’ task is to write down descriptions
of the water in the North Pole, as well as each of the ocean basins, paying special
attention to the temperature and how it moves. Students are then encouraged to
share their answers with the class.
EXPLAIN
Read ‘The Great Nike Shoe Spill - Seattle Times Article’ and discuss the how water
moves from one place to another by surface winds, and the circulation of the
atmosphere (including briefly touching on the Coriolis effect

Double
Exploring the effect of
ocean currents on
climate

EXPLORE
Students explore the movement of water in gyres using trays of water, red and
blue sequins and straws to observe circular motion, being guided by a worksheet,
and answering application questions.
Given a table of ocean surface currents, students plot various currents on a blank
map, using red and blue pencils to denote warm and cold water.

▪ Participation in group activity
▪ Ability to record data in a table
▪ Ability to construct a graph
▪ Answer to description question

▪ Participation in group discussion
▪ Ability to simply explain
greenhouse effect

▪Participation in discussion
▪ Ability to define the coriolis effect
▪ Ability to explain movement of
water in oceans

▪ Participation in small group
activity
▪ Answering worksheet questions

▪ Ability to plot currents from data
in table
▪ Participation in group debate
▪ Ability to explain point of view in
17

Evaluating climate
changes and the means
to curb those changes

Climate change
affecting sea-level
height and the effects
this has on island
communities

5

Single

ELABORATE
Students view Beaufort Gyre animation and use their results to write an
explanation for what is happening.

own words (a useful form of
presentation)

Discuss the connection between the ocean currents and how they can effect
changes in local climates.


Groups of 2-3 are given scenario cards, defining the role they are to play in the
group activity. Each group is given a chance to argue their case in a Global
Warming Conference, reliant on the information they have on their card. Once all
the views have been heard, a class vote is taken as to whether or not to make
attempts to curb climate change.
ENGAGE / EXPLORE
Students perform the discrepant event which clearly illustrates the uniqueness of
waters specific heat and thermal conductivity.

▪ Participation in class room
discussion

ELABORATE
After students view the sea-level rising news clip students discuss the implications
this would have on small island communities. More news clips will be watched
enabling further questions showing the problems these nations have.
EVALUATION
Students will be evaluated through a question game.

Double

Ocean biodiversity
and the devastating
effects of climate
change

Present Gaia
Hypothesis

6

Single
Relationships between
Biotic and Abiotic

EXPLORE
Students choose a ocean biodiversity problem caused by climate change and
investigate what is happening, why it is happening and solutions to the problem.

▪ Participation in discussion on
researched topic issue.

EXPLAIN
Small group sharing and whole class sharing about the importance of biodiversity
and seriousness of climate change.
ENGAGE/EXPLORE
Students observe scale of the universe animation to engage and contextualise
topics with reference to earlier lessons. They are then are presented with direct
instruction on the Gaia Hypothesis. Students participate in building a mind map as
a class which leads into class discussion.

▪ Participation in class
discussions/mind mapping

▪ Answers to direct questioning
18

factors (human impact)
Revise research and
summarising skills
through Australian
Example
Group research on case
studies

EXPLORE/EXPLAIN
Teacher scaffolds the group presentation by demonstrating researching and
summarising using land use in Australia as an example. Revision for students of
research and summarising skills.

EXPLORE/ELABORATE
In groups students research one of five case studies, with focus on a particular
aspect of their choice.



Double
Group presentations
Class reflection and
Summary

7

Single

Double

8

Single

Research and planning


Write up

EXPLAIN
Students report back to class their findings in a short presentation
EVALUATE
As a class reflect on the process of group work and presentations. Summarise
lesson topics.
EVALUATE
Students prepare a draft / proposal of research for a timeline on a current
scientific theory, explaining significant evidence for the theory and noting the key
people involved in its development through history. The proposal / draft must
show brainstorming / concept mapping, websites and videos or books used for
research.
EVALUATE
Students prepare a draft / proposal of research for a timeline on a current
scientific theory, explaining significant evidence for the theory and noting the key
people involved in its development through history. The proposal / draft must
show brainstorming / concept mapping, websites and videos or books used for
research.
Explain / Elaborate
Students prepare a completed comprehensive timeline using research obtained
during week 7. Must contain a bibliography.

▪ Formative assessment of group
presentations

▪Discussion about direction of the
draft /proposal
▪Draft and proposal proof-reading

▪ Discussion about direction of the
draft /proposal
▪ Draft and proposal proof-reading


19

Double
Single
9 & 10
Double

Write up

ELABORATE/EVALUATE
Students prepare a completed comprehensive timeline using research obtained
during week 7. Must contain a bibliography.


Class Presentations

EVALUATE
Students show presentation to the class.
EVALUATION
Students show presentation to the class.


Class Presentations


*See reference list for details

20

BIG IDEA – Timeline Presentation
Assessment Task Sheet
Assignment Task: Creatively present a timeline on a current scientific theory, explaining significant
evidence for the theory and noting the key people involved in its development through history.
Students choose and research a currently accepted scientific theory. Students may choose the following:
① The theory of evolution and the role of Darwin in its development
② The field of genetics and the roles of Mendel, Watson, Crick and Franklin in its development
③ The periodic table and the role of Mendeleev in its development
④ Modern cosmology and the role of scientists, such as Hubble, Hawking and Hoyle, in its development
⑤ Newtonian physics and the role Galileo played in overthrowing Aristotelian physics
⑥ Geosciences and the scientific evidence for past and present climate change.
⑦ Other Theory (The appropriateness of this theory needs to be evaluated by the teacher).
This assignment consists of 2 components (A) a Written Component and (B) an Oral Presentation.

(A) The Written Component must be comprehensive and must take some form of a timeline
explaining the significant evidence, people and events involved in the development of your
scientific theory.
The written component must include a bibliography/references and must address Part 1 and
Part 2
Depending on the mode of presentation, your written timeline outline can be in the form of:
 Annotations on PowerPoint
 A Timeline with labelled diagrams
 An Essay
 A Report
 A Method or Procedure
 The Script of a Drama/Skit
 Song Lyrics
Note: You need to provide a clear demonstration and justification of how your written component
will address the progression and development of your theory through time. This will be presented
with your proposal.

(B) The Presentation is to be multimodal meaning you have flexibility in how you present it. It does
not need to include your entire written component; however, it must focus on a major aspect of
Part 1 or Part 2.
Ideas for your presentation:
 PowerPoint Presentation seminar/ lecture / interactive
 Play/Skit
 Make a Video
 Demonstration
21







News-report
Song
Micro-lesson
Poster
Other: as long as it pre-approved by teacher and provides a valuable learning experience
for the class.

Your timeline needs to consist of two parts:

Part 1 - A description of the current accepted theory
Should include the following:





What is the current theory?
Why is it important?
Future development and social implications
Brief comparison with other working theories

Part 2 - Progression/building the Theory
The follow questions could be included:
 What was the idea and the evidence proposed to support this theory?
 How did this theory challenge or integrate with the scientific understanding of the time?
 What industrial or technological advancements at the time supported the discovery of this
theory?
 What industrial or technological advancements resulted from the discovery of this theory?
 What obstructions or opposition (social, religious, scientific etc.) had to be overcome for this
theory to be accepted?

Assignment Schedule
Week 5
Start of Week 5 hand out assessment task sheet
Week 6

Approved Proposal due end of week 6
Must be submitted to the teacher at the end of class (or an appointment
booked during lunch) in the form of flow-chart, short paragraph, dot
points, etc

Week 7

Research week. Draft/Plan due end of week 7
You will hand in a draft or have a meeting in week 7 to discuss your
presentation and your written component for submission.
must be submitted to the teacher for feedback

Week 8

Research and Planning week.
All written component due end of week 8
(must be submitted end of week 8 prior to commence of presentation in
Week 9 and 10)

Week 9 &10

Presentations
22

Criteria Sheet
Australian Curriculum Year 10 Science | Task-specific standards — matrix

Big Ideas Time-line Presentation

Name

Purpose of assessment: To develop an understanding of scientific theories, the development of these theories and their implications socially,
technologically and scientifically, through excellent communication and research skills.

A

B

C

D

E

Science Understanding
Science as a Human Endeavour

Understanding Dimension

The folio of student work has the following characteristics:
Critical analysis and application of
science knowledge to generate a
timeline:

Analysis and application of
science knowledge to
generate a timeline:

Application of science
knowledge to generate a
timeline:

• detailing an explanation of your
theory and why it’s important

• an detailed explanation of your
theory and why it’s important

• an explanation of your theory
and why it is important

• clearly and concise explaining the
development of your theory though
time.

• a clear explanation of the
development of the your theory
through time

• an explanation of your theory
through the construction of a
timeline

Critical analysis and justified
descriptions of the:

Analysis and description of
the:
•The potential for future
development of your theory and
factors promoting the review of
models of your theories

Description of the:

Statements about the:

• Factors prompting the
review

• review of your scientific model

•The potential for further
development of your theory and
factors prompting the review of
models of your theories
•The social, technological and
scientific implications following the
development of your theory of
choice.

•The social, technological and
scientific implications following the
development of your theory of
choice.

of scientific models and
theories

Application of science
knowledge to generate:

Statements of
isolated science facts

• minimal explanation and some
development of your theory
through a timeline.

Isolated statements
about scientific
models and
theories

• One social, technological or
scientific implication following
the development of your theory
of choice.

• Some social, technological
and scientific implications
following the development of
your theory of choice.

23

A

B

C

D

Evaluating
Communication

Skill dimension

Conducting

Planning and

Planning and Design of appropriate
presentation and timeline that:

Design of appropriate presentation
and timeline that:

Design of presentation and
timeline that:

Design of Presentation and
timeline that:

• Meets all submission due dates

• Meets most submission due dates

• Meets some submission due
dates

• Meets no submission due dates

• Shows excellent use of consultation
and time management

•Shows good use of consultation and
time management

Critical evaluation, of scientific
sources of information outlining and
explaining the evidence supporting
the theory

Evaluation of scientific
sources of information outlining the
evidence supporting the theory

Analysis of:
sources of information outlining
evidence supporting your theory

All relevant references in APA format

Mostly relevant references in APA
format

References in APA format

Clear and purposeful use of
appropriate scientific language and
representations to communicate
findings and ideas though:

E

Coherent, concise and purposeful
use of appropriate scientific
language and representations to
communicate findings and ideas
related to your scientific theory of
choice through:
• Written timeline
• Oral presentation

• Written timeline
• Oral presentation

• Shows some use of consultation
and time management

Isolated instances
of planning or
consultation

• Shows limited use of
consultation and time
management
Statement of:
Simple outline of resources
gathered. With limited evidence
supporting your theory

Statement of
information

References

No references

Use of appropriate scientific
language, conventions and
findings and ideas related to your
scientific theory of choice
through:

Use of some aspects of scientific
language, conventions and
some findings and ideas related to
your scientific theory of choice
through:

Use of everyday
language to
communicate
minimal findings
and ideas though:

• Written Timeline

• Written Timeline

• Oral Presentation

• Oral Presentation

• Witten timeline
• Oral
presentation

24

Resources List
Week 1 – Suggested Activities
1. Perspective of our view of the world
Munroe, R. (2013). Sky. XKCD. Retrieved 1 July 2013, from http://xkcd.com/1115/.
2. Scale of the Universe 2
Huang, R. (2012). Scale of the Universe 2. Retrieved 1 July 2013, from http://htwins.net/scale2/.
Nemiroff, R. and Bonell, J. (2011). Powers of Ten. Astronomy Picture of the Day. Retrieved 1 July
2013, from http://apod.nasa.gov/apod/ap110201.html.
3. Interacting with the Universe
Nemiroff, R. and Bonell, J. (n.d.) Astronomy Picture of the Day Archive. Retrieved 5 July 2013, from
http://apod.nasa.gov/apod/archivepix.html.
4. Electromagnetic Radiation
Newman, Phi. (2013). The Electromagnetic Spectrum. Retrieved 5 July 2013, from
http://imagine.gsfc.nasa.gov/docs/science/know_l2/emspectrum.html.
5. The known Universe
a. Nemiroff, R. and Bonell, J. (2010) The known Universe. Astronomy Picture of the Day. Retrieved
1 July 2013, from http://apod.nasa.gov/apod/ap100120.html.
b. Nemiroff, R. and Bonell, J. (n.d.) Astronomy Picture of the Day Archive. Retrieved 5 July 2013,
from http://apod.nasa.gov/apod/archivepix.html.
6. Types of Galaxies and Stars
LumpyChiPmunk. (2010, 2 September). Largest star ever discovered, compared to our Sun.
Retrieved 5 July 2013, from http://www.youtube.com/watch?v=g4iD-9GSW-0
7. Formation of stars and galaxies
a. Gabour Henyel (2011, 13 February). How stars are formed and born. Retrieved 5 July
2013, from http://www.youtube.com/watch?v=80eMTnnLjhs.
b. Barratj (2010, 3 March). Spiral galaxy formation. Retrieved 5 July 2013, from
http://www.youtube.com/watch?v=hVNuwAtnKeg.

1. Big Bang Timeline
a. Wesley, A. (n.d.) Timeline and major events since the Big Bang. Retrieved 2 July 013, from
http://www.physicsoftheuniverse.com/photo.html?images/bigbang_timeline.jpg&Timeline%20an
d%20major%20events%20since%20the%20Big%20Bang
b. Cosmic Timeline (2008). NCSA. Retrieved 1 July 2013, from
http://archive.ncsa.illinois.edu/Cyberia/Cosmos/Images/CosmicTimeline_gr.jpg.
25

c. Grant, P. (n.d.). Big Bang timeline. Retrieved 1 July 2013, from
http://patrickgrant.com/BBTL.htm.
d. Mastin, L. (2009). Timeline of the Big Bang. The Physics of the Universe. Retrieved 1 July 2013,
from http://www.physicsoftheuniverse.com/topics_bigbang_timeline.html.
2. Video Big Bang Theory
a. Sentiencetv (2010, 8 February). The Beginning of the universe ..the big bang. Retrieved 1 July
2013, from http://www.youtube.com/watch?v=VOz4PkdY7aA.
b. WeareStarTuff51 (2011, 14 July). Stephen Hawking – The Big Bang. Retrieved 1 July 2013, from
http://www.youtube.com/watch?v=gs-yWMuBNr4
5. The Doppler Effect
BYUIS (2008, 2 June). The Doppler Effect. Retrieved 1 July 2013, from
http://www.youtube.com/watch?v=Kg9F5pN5tlI.
7. Conclusion – video
spaceRip. (2010 21 October). The Most Distant Galaxy in the Universe So Far. Retrieved 5 July
2013, from http://www.youtube.com/watch?v=qRoDGii9Zxw
2.
a) Brooke, C. (2010). Water Cycle Lesson Plan. Retrieved fromhttp://j.mp/articgyres
b) StopMoGo. (2010 May 9). ‘Water Cycle Stop Motion’ [Video file].Retrieved
fromhttp://vimeo.com/11590751
5.
crashcourse. (2012 Dec 18).‘Ecosystem Ecology: Links in the Chain - Crash Course Ecology #7’
[Video file].Retrieved from http://youtu.be/v6ubvEJ3KGM
7. Gardiner, L. (2005, October 19). ‘Travelling Nitrogen’. Retrieved from
http://eo.ucar.edu/educators/ClimateDiscovery/ESS_lesson2_10.19.05.pdf
1. a) Mckie, R. (1992, November 22). Oceanographers Find Lessons In The Great Nike Shoe Spill.
Seattle Times. Retrieved from http://j.mp/TheGreatNikeShoeSpillST.

b. VideosatNSF. (2011 April 7). ‘Fresh Water in the Arctic -- Changing Planet’ [Video file].Retrieved
fromhttp://youtu.be/FxXaT7yO4TQ

2 and 3. Johnson, R. (2011). Changing Planet: The Case of the Leaky Gyre. Retrieved from
http://j.mp/articgyres
26

7. roughneckghost. (2011 Sept 17). ‘Earth The Power Of The Planet - Atmosphere’ [Video
file].Retrieved from http://youtu.be/J5ViCNJAkHg

1. Nasa, (2011, September 16). Global warming – oceans of climate change [Video file]. Retrieved from
http://www.youtube.com/watch?v=53VdCnPAIZE
2. a) Daly. J.L. (1989). The Greenhouse Trap. Moorebank: Bantam Books
b) NBC nightly news, (2012, December 5). Alert! Sea levels rising 60% faster than expected [Video
file]. Retrieved from http://www.youtube.com/watch?v=WcTxNJGfILc
3. a) Green Cross Australia, (2008, August 19). Green Cross Australia on Channel 10 [Video file]. Video
posted to http://www.youtube.com/watch?v=bQAh48mO48U
b) United Nations, (2012, March 27). Tuvalu: Sea Level Rise in the Pacific, Loss of Land and Culture [Video
file]. Video posted to http://www.youtube.com/watch?v=L-gpHgebunY
c) World Council of Churches, (2011, October 12). Climate change, faith and hope in Tuvalu [Video
file]. Video posted to http://www.youtube.com/watch?v=UXxX6FeBh2c
4. a) Biodiversity (n.d). Retrieved July 2, 2013, from
http://education.nationalgeographic.com.au/education/encyclopedia/biodiversity/?ar_a=1
b) Good Planet Foundation, (2012, October 18). Amazing biodiversity – Planet Ocean [Video file]. Video
posted to
http://www.youtube.com/watch?v=C2WVg9OxXIU
5. a) Finding Background Information (n.d). Retrieved July 2, 2013 from
http://library.buffalo.edu/help/research-tips/background/
b)Schwartz, K. L. (n.d) Learning to research on the web. Retrieved from
http://www.ipl.org/div/aplus/internet.htm
8. a) GBR climate change, (2009, November 04). Coral Bleaching [Video file]. Video posted to
http://www.youtube.com/watch?v=aEdoizgeNJk
9.
b) 100 places to remember, (2009, May 20). 23. Kakadu Wetlands Australia [Video file]. Video posted to
http://www.youtube.com/watch?v=rOLIMdfXZdY

27

Lesson 11-12 Focus: Explore and Elaborate on the effect of human activity on global systems.
http://www.gaiatheory.org/

Self Refection Worksheet – Suggested Activities

Example of a lesson reflection worksheet.
Lesson Reflection
Date: _____________________________________
Name: _______________________________________________________ Class: _______________________________
1. What are the two most important things that you have learnt?

2. What down at least one problem you have continued to struggle with?

3. What would you most like help with?

4. How do you feel in the class at the moment? Please shade in the box at the front.
Interested

Relaxed

Worried

Successful

Happy

Bored

Rused

Confused

Clever

Other : _______________________________

5. What is the biggest class worry affecting your work at the moment?

6. How could we improve the classes?

28

Unit Plan - Year 10 - Big Ideas of Science

More Related Content

What's hot (20)

Viewers also liked (20)

Similar to Unit Plan - Year 10 - Big Ideas of Science (20)

More from Andrew Joseph (20)

Recently uploaded (20)

Unit Plan - Year 10 - Big Ideas of Science