EST204

ICT in Education
Assignment 2:
ICT Portfolio
Hannah Hartwig (s287263)
15th February 2016
UNIT OF WORK OUTLINE
Implementing the iPad, Google Earth/Maps, and Student Email within a Classroom.

Year Level and Unit Title

Duration
Key Question

Year 12 Biology. Unit 1: Biodiversity and the interconnectedness of life.

6 weeks
What is biodiversity and why is it important?

Rationale
The purpose of this Unit of Work is to provide students with both theoretical and practical knowledge of ecosystem
biodiversity. The students will be expected to work in groups to collect data during a practical excursion to a focus
creek or waterway. Students will be required to use ICT tools to further their understanding of biological concepts
(iPad and student email). Google Earth/Google Maps will be accessed in order to apply critical thinking at local,
national and international scales. The students will be assessed on both the group submission of a scientific report at
the conclusion of the Unit, as well as individual participation and contribution to group work. All assessment outcomes
are in accordance with the Australian Curriculum Assessment and Reporting Authority (ACARA, 2010).
Host Key Learning Areas
3 components of biodiversity
Anthropogenic vs. natural influences
The use of ICT Tools
Minor Learning Areas
Creek and waterway biodiversity:
- Transect biodiversity
- Water quality testing
- Species diversity calculations

Curriculum Outcomes
AustralianCurriculum[Biology]aspertheAustralianCurriculum
AssessmentandReportingAuthority(ACARA,2010)
Unit1:Biodiversityandtheinterconnectednessoflife

understandhowclassificationhelpstoorganise,analyseand
communicatedataaboutbiodiversity

understandthatecosystemdiversityanddynamicscanbedescribed
andcomparedwithreferencetobioticandabioticcomponentsand
theirinteractions

understandhowtheoriesandmodelshavedevelopedbasedon
evidencefrommultipledisciplines;andtheusesandlimitationsof
biologicalknowledgeinarangeofcontexts

usescienceinquiryskillstodesign,conduct,evaluateand
communicateinvestigationsintobiodiversityandflowsofmatter
andenergyinarangeofecosystems

evaluate,withreferencetoempiricalevidence,claimsabout
relationshipsbetweenandwithinspecies,diversityofandwithin
ecosystems,andenergyandmatterflows

communicatebiologicalunderstandingusingqualitativeand
quantitativerepresentationsinappropriatemodesandgenres.
(ACARA,2010)

Assessment Criteria (ACARA, 2010):

Biology Unit 1: ACLBS001, ACLBS002, ACLBS003, ACL004, ACLBS005, ACLBS007, ACLBS008, ACLBS011,
ACLBS013, ACLBS014, ACLBS015, ACLBS019, ACLBS020, ACLBS021, ACLBS025, ACLBS026, ACLBS028,
ACLBS029

PRIOR LEARNING
Scientific investigation methods
Biodiversity and ecosystem
knowledge

OUTCOMES
Build on prior knowledge to allow
for critical thinking, scientific
analysis, and scientific enquiry

FUTURE LEARNING
Learning outcomes applicable to
Biology Unit 4: Maintaining the
internal environment (ACARA,
2010.

PRODUCT & ASSESSMENT

Key assessment /culminating task
Culminating Event
Other

Group Assignment
Field trip data collection
Use of ICT tools in facilitating data collection and summarisation
Knowledge Focus

Declarative Knowledge
(What do I want my learners to know?)

Procedural Knowledge
(What do I want my learners to be able to do?)

Concepts and vocabulary associated with biodiversity

Relate learning outcomes to real-world scenarios
How the use of ICT tools can further or enhance
scientific inquiry or research

CONCEPTS
Biodiversity

Natural influences

Anthropogenic influences

Conservation

Specific Student Needs and Adjustments

Specific student needs
Connection to the internet for research and data
manipulations
Connection to Student Email
Connection to Google Earth and or Maps
Student intellectual or physical disabilities

Use ICT tools to collect, store, manipulate and analyse

scientific data
Work effectively within a group to produce a scientific
report
Use student email to facilitate the distribution of
knowledge, and allow for conversation outside of school
hours

SUBHEADINGS
Species diversity
Ecosystem diversity
Genetic Diversity
Climate
Rain
Wind
Erosion, and so on
Habitat clearing
Poaching
Removal of organisms (harvesting)
Introduced species
National Parks and World Heritage
National/International Legislation and Strategies

Adjustments and considerations

Access to iPad internet resources and computer
laboratories to be allowed.
Access to iPad internet resources and computer
laboratories to be allowed
Access to internet resources and updated software is a
prerequisite
Refer to Student Profiles

Key Resources for Unit

Weebly website: http://hhartwig92cdu.weebly.com
PowerPoint Presentation: refer to website above
IPads to be supplied by the school institution
Access to Google Earth/Maps product software
Access to Internet Resources
Access to Student Email
ACARA Curriculum Documents

Lesson Plans (1-4)

Lesson
number and
date

1
(15th February
2016)

2
(22nd February
2016)

3
(7th February
2016)

Learning
Experiences

Introductory
Lecture

(29th February
2016)

Field Trip
Excursion

Data analysis and

ICT Tools

Group Work and

Assessment
4

Main focus

Main Resources

What is biodiversity
and why is it
important?
Formation of groups
for field trip and
assignment
Collection of biological
data
Storage of data on
iPads
Research for group
assignment
Introduction to Google
Earth/Maps

Use of ICT software

(Google Earth/Maps
and Student Email)
Manipulation of data
using ICT software

Check for learning/

Assessment

PowerPoint
Presentation
YouTube
IPads

IPads (one per

group)

IPads
Google Earth/Maps
Software
Student Email
Internet connectivity

IPads
Google Earth/Maps
Software
Student Email
Internet connectivity

Student
engagement
Formation of
groups for
assessment
Student
engagement and
participation
within groups
Student use of
ICT tools
Student
engagement and
participation
within groups
Student use of
ICT tools
Student
engagement and
participation
within groups
Production and
submission of
group
assignment