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Lessonplan4 Groupworkandassessment

This lesson plan outlines a Year 12 biology lesson focused on group work and collaboration to produce a scientific report. The 2-hour lesson begins with a 30-minute introduction to scientific report writing formats. Students then spend 90 minutes working in groups to research concepts and use ICT tools like iPads, Google Earth, and email for their report. Students will be assessed on their written group report and individual contributions to the group work. The assessment aims to evaluate students' understanding of biodiversity concepts and use of scientific inquiry skills.

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65 views5 pages

Lessonplan4 Groupworkandassessment

This lesson plan outlines a Year 12 biology lesson focused on group work and collaboration to produce a scientific report. The 2-hour lesson begins with a 30-minute introduction to scientific report writing formats. Students then spend 90 minutes working in groups to research concepts and use ICT tools like iPads, Google Earth, and email for their report. Students will be assessed on their written group report and individual contributions to the group work. The assessment aims to evaluate students' understanding of biodiversity concepts and use of scientific inquiry skills.

Uploaded by

api-307757603
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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EST 204:

ICT in Education
Assignment 2:
ICT Portfolio
15th February 2016
Hannah Hartwig (s287263)
YEAR 12 LESSON PLAN 4: Group Work and Assessment
Year Level: 12

Date: 7th March 2016

Unit 1: Biodiversity and the


interconnectedness of life.

Topic: Group work and collaboration to Length: 2 hours


produce a scientific report.

Time: 1.00pm 3.00pm

Lesson Summary:
The purpose of this lesson is provide students with the opportunity to work within their individual groups on the
production of scientific report. The lesson provides the teacher with the opportunity to observe the extent to which
individual students participate and contribute to group work. ICT tools may continue to be used throughout this lesson.
Lesson Outcomes:
Students will be expected to:
1. Become familiar with the scientific report writing format.
2. Work within individual groups to further research biological concepts for the assessment task.
3. Use ICT software to further understandings of biological concepts.
4. Use iPads to record, store and manipulate biological data.
Assessment Criteria:
Australian Curriculum Assessment and Reporting Authority (ACARA) (2010). Unit 1 Biology: ACLBS001,
ACLBS005, ACLBS007, ACLBS008, ACLBS011, ACLBS013, ACLBS022, ACLBS025, ACLBS026, ACLBS028,
ACLBS029
Safety and Risk Assessment:
Standard risk assessments apply to classroom activities
Students MUST be supervised at all times whilst using the iPads; due to internet connectivity and privacy concerns.

INTRODUCTION: Scientific Report Writing (1.00pm-1.30pm)


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Hannah Hartwig (s287263)
EST204: Assignment 2 ICT Portfolio

Time:

Teacher Direction

Student Activity

Curriculum Links
(ACARA, 2010)

Resources:

1.00pm Make sure that the


Students are to be seated facing the
students are focused and teacher and whiteboard at the front
on task. Allow the
students time to settle.
1.05pm Introduce and explain
how to write a Scientific
Report.

Writing a scientific
report
[Reference: UNE (2016)]

BODY OF LESSON: Group Work (1.30 3.00pm)


Time
1.30pm

3.00pm

Teacher Direction

Student Activity

The remainder of the lesson


is to be allocated for
students to work within their
groups on the assessment
task.

Students are to work


within their individual
groups on the assessment
task.

Take note of how individual


students work within groups,
as well as individually, as
group work is a component
of the assessment criteria

Students may access


Google Earth/Maps,
Student Email and iPads
during this allocated time.

End of lesson

Curriculum Links
(ACARA, 2010)

Resources

Identify, research and


construct questions for
investigation; propose
hypotheses; and predict
possible outcomes
(ACSBL001)
Interpret a range of
scientific and media
texts, and evaluate
processes, claims and
conclusions by
considering the quality
of available evidence;
and use reasoning to
construct scientific
arguments
(ACSBL005)

iPads
Student Email
Google Earth/Maps
Internet connectivity

Scientific knowledge
can enable scientists to
offer valid explanations
and make reliable
predictions
(ACSBL013)

ASSESSMENT: Scientific Report and Group Work


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Hannah Hartwig (s287263)
EST204: Assignment 2 ICT Portfolio

Due Date

Assessment Description

Assessment Criteria
(ACARA, 2010)

Weighting
(percentage % of
total mark)

Resources

21st March Students are to be assessed


2016
on two parts, forming the
entire assessment:
PART ONE:
Students will submit a
written scientific report
[1000-1500 words]. One
submission will be accepted
per group. Students will
receive a standard group
score.
Marking Criteria:
1.1 Conformity to the
Scientific Report
Writing format
1.2 A summary of field trip
data
1.3 Data analysis and
mathematical equations,
with illustrated
mathematical steps
1.4 Evidence of spatial
thinking at regional,
national and
international levels
1.5 Detailed Google
Earth/Map images of the
focus area
1.6 The use of images
retrieved using the iPad
camera application
1.7 Evidence of scientific
enquiry and research to
further understanding of
biological concepts
1.8 A complete and accurate
Reference List

Communicate to specific
audiences and for specific
purposes using appropriate
language, nomenclature, genres
and modes, including scientific
reports (ACSBL007)
The biotic components of an
ecosystem transfer and transform
energy originating primarily
from the sun to produce biomass,
and interact with abiotic
components to facilitate
biogeochemical cycling,
including carbon and nitrogen
cycling; these interactions can be
represented using food webs,
biomass pyramids, water and
nutrient cycles (ACSBL022)
Ecosystems have carrying
capacities that limit the number
of organisms (within
populations) they support, and
can be impacted by changes to
abiotic and biotic factors,
including climatic events
(ACSBL025)
Science is a global enterprise that
relies on clear communication,
international conventions, peer
review and reproducibility
(ACSBL008)

Mark out of 70
(70%)

For further information


on assessment:
Senior Sciences:
Curriculum Glossary
[Reference: QSA (2010)]

Achievement Standards
Units 1 and 2
[Reference: ACARA (2010)]

The use of scientific knowledge


is influenced by social,
economic, cultural and ethical
considerations (ACSBL011)
Ecological succession involves
changes in the populations of
species present in a habitat; these
changes impact the abiotic and
biotic interactions in the
community, which in turn
influence further changes in the
species present and their
population size (ACSBL026)
Human activities (for example,
over-exploitation, habitat
destruction, monocultures,

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Hannah Hartwig (s287263)
EST204: Assignment 2 ICT Portfolio

pollution) can reduce


biodiversity and can impact on
the magnitude, duration and
speed of ecosystem change
(ACSBL028)
Models of ecosystem interactions
(for example, food webs,
successional models) can be used
to predict the impact of change
and are based on interpretation of
and extrapolation from sample
data (for example, data derived
from ecosystem surveying
techniques); the reliability of the
model is determined by the
representativeness of the
sampling (ACSBL029)

PART TWO:
2. Each student will be
individually assessed
on group work skills:

Mark out of 30
(30%)

Marking Criteria:
2.1 To what extent did each
individual contribute to
or participate within the
group?
2.2 To what extent did each
student engage or
participate during the
field trip?
2.3 Evidence of group
participation provided (a
copy of student email
communication)

Identify, research and construct


questions for investigation;
propose hypotheses; and predict
possible outcomes (ACSBL001)
Interpret a range of scientific and
media texts, and evaluate
processes, claims and
conclusions by considering the
quality of available evidence;
and use reasoning to construct
scientific arguments
(ACSBL005)
Scientific knowledge can enable
scientists to offer valid
explanations and make reliable
predictions (ACSBL013)

REFLECTION QUESTIONS:
TEACHER:

STUDENTS:

1. To what extent were the students engaged


during the lesson?
2. Did students stay on-task throughout the
lesson?
3. Were the students able to work effectively
within a group?

1. Were there aspects of Report Writing that I did not understand


2. Are all of my group members on track with the report?
3. Do I have any further questions regarding the Google
Earth/Maps or ICT tools?
4. Do I know when the report is due?
5. Do I know what I am being assessed on?

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Hannah Hartwig (s287263)
EST204: Assignment 2 ICT Portfolio

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Hannah Hartwig (s287263)
EST204: Assignment 2 ICT Portfolio

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