L e s s o n P l a n T e r m: 3 L e s s o n : Y e a r 9 Ma r i n e S t u d i e s

A b b e y Wh i t e 2 5 / 8 / 2 0 1 4 L A B C L A S S 1 8 0 mi n u t e s
Classroom setup
Students will be sitting in their teams for success groups.
Duration: Resources:
Student Learning Aims:
- Students understand what molluscs are
- Students can identify certain structures of of the molluscs which they
have seen in previous classes.
- Student are able to take part in the whole experiment and show un-
derstanding in all the steps taken for this dissection to be a success.
- Students will be able to apply their understanding of the mollusks to
begin a lab write up.
nil nil
Key Skills
- Using prior knowledge to ll out mind map.
- Utilising new knowledge to understand the new topic
- Questioning their knowledge through classroom discussion
-
Nil
Learning Intention:
- Students will be able to identify the impact that molluscs have on the
Indigenous community as well as the structure of molluscs through a
dissection.
Nil
Board
Link Prior Knowledge (Engage)
- Class mind Map (looking specically at the their theory class where
they looked cnidaria).
- Students will be given 5 minutes to write down as many ideas about
cnidaria that they can remember from the previous class.
- Students will then be given 5 minutes to share their ideas with their
table groups.
- Finally students will be given 5 minutes to share their ideas with the
whole class, with a whole class mind map.
15 minutes Board
Explore the idea of Aboriginal Use of Molluscs (Aboriginal and
Torres Strait Islander histories and cultures) (The Australian Cur-
riculum, 2014).
- Students will be introduced new content which relates directly back
to what they had learnt in the theory class.
- Students are introduced Previous to arrival of early Europeans, In-
digenous communities of the coastal areas of Australia would utilise
the molluscs found within for food.
- Students will be able to see the history of these molluscs and their
importance to the indigenous community for hundreds of years.
(Duke 2010).
10 minute Powerpoint.




Explaining what they have learnt through class discussion:
- Students are given time to discuss with one another about their ideas.
Here is an opportunity for high order thinking to occur.
Questions like
- Find the meaning of ?
- Can you explain in your own words ?
- Do you know any other instances where?
- What was the problem with?
- What would happen if .?
- How effective are.?
These questions are designed to encourages higher order thinking
Based on Blooms Taxonomy. Promoting knowledge,
comprehension,application, analysis and evaluation through their
learning experiences.
(Sullivan, 2014).
10 minutees Scootle
Elaborate their ideas in dissecting a molluscs.
- Students will now use this time to elaborate their ideas on molluscs
to develop a broader and deeper and understanding and obtain a differ-
ent type of knowledge on molluscs.
- Before students start they will come up with their hypothesis on what
they expect to nd within their dissection.
- Students will work with a pair to conduce this dissection.
- Students will follow the safety procedure to conduct a dissection.
- Students will follow the teacher when doing this dissection.
75 minutes scootle
poster
Evaluate their dissection.
- Students will spend this time observing each other molluscs.
Assessing their understanding on the topic and gives the teacher and
opportunity to evaluate the students understanding.

- Lab report will be due in the next class.
5 minutes nil
Addressing Higher order thinking:
- Students whom are advanced within this subject will be asked to in-
clude the following on their posters.

- Can you explain why these foreign species of echinoderms are enter-
ing Australian waters ?
- Can you write in your own words the impact that these foreign
echinoderms have on the Australian waters?
- Do you know of any other organism within Australia in the same
situation?
- Do you think that these foreign species of echinoderms have any
effects on other organisms, why, why not?
- What do you think would happen now if we were to get completely
rid of these foreign echinoderms, and why?
- Is there a better solution to this problem and why? (Sullivan,2014)
Included within the time
above

References:

Duke, N, 2010, Aboriginal Australian Use of Mangroves, viewed 22, 2014, http://www.mangrovewatch.org.au/
index.php?option=com_content&view=category&layout=blog&id=87&Itemid=300204

Lofts, G , Evergreen, M, 2011, Science Quest 9 Australian Curriculum Edition, 1st Edition, Canberra.

Sullivan, J, 2014, Higher Order Questions encourage higher order thinking, Viewed October 22, 2014, http://
www.nscsd.org/webpages/jennisullivan/files/hots_questions.pdf

The Australian Curriculum, 2014, Aboriginal and Torres Strait Islander histories and cultures, viewed Octover
22 2014, http://www.australiancurriculum.edu.au/science/cross-curriculum-priorities









How To Write A Lab Report

Date:
Of the investigation

Title:
This is a brief heading indicating what the experiment is going to be about ( for example, stopping bicycles)

Prediction:
What do you think is going to happen in this experiment ( for example, I predict that the grass is green)

Aim:
State the purpose of the experiment in 1 or 2 sentences
-What are you going to investigate?
- A statement of what you intend to do

Materials:
List any equipment or chemicals needed to perform the experiment. what did you use?

Methods:
State exactly what you did in steps, make sure you number them. You can use images to show how the experi-
ment was set up. Describe the quantities measures of chemicals.

Results:
Record the data and/or observations.
What happened in this experiment, this can be placed in a table or graph.

Discussions:
Was you prediction right?
Discuss what you think you think these results are showing you.
Did any of the results appear to be inconsistent? if so can you state why?
Did any problems occur?
Were there any errors made?
What would you do different in the future?

Conclusion:
Did you meet you aim?
State your results and talk about whether you prediction was right.

Rubric For Lab Report

SCIENCE EXPERIMENT
Excellent: 4 marks Good: 3 Marks Fair: 2 Marks Poor: 1 Marks Incomplete:
0 marks
REPORT OVERALL Report is clear and
includes aim,
Prediction, method,
results, discussion and
conclusion.
Report is mostly
complete, neat, but
1 or two minor
details are missing.
Report is hastily
done, student did
not follow
directions, and is
incomplete, or
there are significant
errors in more than
one place.
Report is mostly not
done, may be
unable to
understand, has
errors.
Required work has
not been done
PREDICTION Prediction is clear and
is related to the topic,
students shows that
they understand what
they are trying to
predict.
Prediction is clear and
is related to the topic
but students don't
understand what they
are trying to predict.
Prediction is clear but
there is no attempt to
relate it to the topic
The prediction is there,
it is not clear and there
is no attempt to relate
it to the topic.
Required work has
not been done.
AIM Aim is clear and
concise and students
shows a competent
understanding of what
they are aiming to
achieve in this
experiment.
Aim references
majority of the aspects
within the experiment,
however some minor
details are missing.
Aim misses one of
more of the main
points of carrying out
the experiment.
Aim misses many of
the aspects of the
experiment, student
lacks understanding of
how to write an aim.
Required work has
not been done.
METHODS/RESULTS All the equipment is
listed and diagram
drawn, the step-by-
step METHOD is
neatly written and
completed in 3rd
PERSON and PAST
TENSE, clean up
was performed.
Equipment and/or
Method are written,
but rushed and sloppy/
completed incorrectly.
Clean up was
performed
Missing some of
equipment list/
diagram and/or
steps in the
method. Prompting
required for clean
up.
Equipment list and
diagram and
method are rushed
and missing vital
steps and/or items.
Clean up not
completed.
Required work has
not been done.
RESULTS Student collected
raw data in a neat
and easily readable
format. Student
recorded data using
the proper units
and labelling.
Student collected
raw data in a
readable format,
but it is not clear.
Student recorded
data mostly using
the proper units
and labelling.
Student collected
data but it is
difficult to read.
Student recorded
data without
attention to the
proper units or
labelling.
Student collected
little or no data,
and/or it is not
possible to read.
Student recorded
data without using
the proper units.
Student did not
complete
experiment.
Required work has
not been done.
DISCUSSIONS Student answers
questions
completely and
accurately including
pictures
Students answer
questions
completely and
accurate including,
but did not do
graph.
Students partially
answer questions,
and graph is
inaccurate and/or
incomplete.
Required work is
incomplete and
inaccurate.
Required work has
not been done.
CONCLUSION Clear and concise
CONCLUSIONS are
given. Conclusion
addresses problem
and states
KNOWLEDGE
GAINED.
Conclusions are
present and
complete,
knowledge gained is
present, but not
clear and concise.
Missing some parts
of conclusion or
knowledge gained
Conclusion only
restating the aim.
Required work has
not been done.