EST 204:

ICT in Education
Assignment 2:
ICT Portfolio
15th February 2016
Hannah Hartwig (s287263)
YEAR 12 LESSON PLAN 2: Field Trip Excursion
Year Level: 12

Date: 22nd February, 2016

Time: 12.30pm 3.00pm

Unit 1: Biodiversity and the

interconnectedness of life.

Topic: Practical investigation of creek

and waterway biodiversity

Length: 2 hours, 30 minutes (including

travel)

Lesson Summary:
The purpose of this lesson is to conduct a practical investigation of biodiversity concepts at a target creek or waterway
site. The investigation will cover two components of biodiversity: transect sampling and water quality testing. Students
are expected to work within their individual groups. Students will complete the worksheets that are to be dispersed at
the start of the lesson or access electronic copies provided on the iPads. Students will use the group iPads to access
resources and to record observations or data.
Lesson Outcomes:
Students will be expected to:
1. Work within individual groups of six students to conduct scientific investigations and collect biological data
2. Use iPads to record, store and manipulate biological data
Assessment Criteria:
Australian Curriculum Assessment and Reporting Authority (ACARA) (2010). Unit 1 Biology: ACLBS001,
ACLBS002, ACLBS003, ACLBS011, ACLBS015, ACLBS019, ACLBS021
Safety and Risk Assessment:
1. A Risk Assessment Sheet must be completed prior to the field trip.
2. All students must be wearing a hat, sunscreen, enclosed footwear, and have access to water.
3. A first aid kit must be accessible at all times.
4. Student movements must be monitored.
INTRODUCTION: Introduction to the site (1.00pm-1.20pm)
Time:

Teacher Direction

Student Activity

12.30
Travel time to the site
pm
has been estimated to
1.00pm take approximately 30
minutes.
1.00pm Arrive on site.
Allow 5 minutes for the
students to settle.

Students are to ensure that they are

organised and prepared for the field
trip practical work.

Curriculum Links
(ACARA, 2010)

Resources:

Design investigations,
including the
procedure/s to be
followed, the materials
required, and the type
and amount of primary
and/or secondary data
to be collected; conduct
risk assessments; and
consider research
ethics, including
animal ethics
(ACSBL002)

iPads
Scientific sampling
equipment
Worksheets (paperbased)
Homework sheets

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Hannah Hartwig (s287263)
EST204: Assignment 2 ICT Portfolio

1.05pm Instruct students to form

their groups for the data
collection and
assessment. Ensure that
each group is supplied
with an iPad

Students are to form their individual

groups and to wait for further
instructions. Students are not to use
their iPads until instructed to do so.

BODY OF LESSON: Scientific investigation of the creek site (1.15pm- 2.20pm)

Time

Teacher Direction

Student Activity

Curriculum Links
(ACARA, 2010)

Resources

1.10pm

Begin the lesson with

instruction on student
responsibility in terms of
animal ethics.

Discuss with the students

the responsibility they
have towards animal
species, in accordance with
the Australian code for the
care and use of animals
for scientific purposes 8th
edition 2013 (NHMRC,
2014).
Any animal that is
observed is to be treated in
a humane manner. It is
preferable that animals are
simply observed and not
handled. The destruction or
disruption of habitat is to
be to minimised at all
times.

The use of scientific

knowledge is
influenced by social,
economic, cultural and
ethical considerations
(ACSBL011)

For further information

Give a brief overview of

what students are expected
to achieve within the hour.
1.20pm

Part One: Transect

Biodiversity

[Reference: NHMRC (2014)]

Sampling along a
Transect Work Sheet
Conduct investigations,
including using
ecosystem surveying
techniques, safely,
competently and
methodically for the
collection of valid and
reliable data
(ACSBL003)

[Reference: JCU, (2016)]

The students are to observe

and record flora and fauna
Each group of six students is species within their
to be allocated a quadrant
individual quadrant. The
along the transect (1 to 6).
iPad may be used to record
videos or photographs of
species for identification at Biodiversity includes
a later date.
the diversity of species
and ecosystems;
measures of
biodiversity rely on
classification and are
used to make
comparisons across
spatial and temporal
scales (ACSBL015)

[Example of creek
quadrants 1-6. Quadrants
3 and 4 should include
the creek banks and wate
species]
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Hannah Hartwig (s287263)

EST204: Assignment 2 ICT Portfolio

1.50pm

Part Two: Water Quality

Testing

Students are to avoid

disturbing the water or
sediment in order to avoid
Students are to test the creek bias results.
water for:
1. pH
Student samples are to be
2. turbidity
spread out along the creek
3. electrical conductivity
or waterway in order to
(salinity)
provide a broad range of
4. dissolved oxygen
results.
5. nitrates
6. phosphates
iPads may be used to store
7. temperature
data for use at a later date.
(Refer to JCU, 2016)

Ecosystems are diverse,

composed of varied
Water Quality Work
habitats and can be
Sheet
described in terms of
[Reference: JCU, (2016)]
their component
species, species
interactions and the
abiotic factors that
make up the
environment
(ACSBL019)
In addition to biotic
factors, abiotic factors
including climate and
substrate can be used to
describe and classify
environments
(ACSBL021)

[Example of creek water

sampling]
CONCLUSION: Homework (2.20pm 2.30pm)
Time

Teacher Direction

Student Activity

Curriculum Links
(ACARA, 2010)

2.20pm

Provide the students with

their homework revision
sheets.
If the students have any
difficulties, the worksheets
will be explained in the
PowerPoint Presentation on
Monday 29th February

Students are encouraged to

complete the homework
revision sheets prior to the
next class on Monday 29th
February.

Identify, research and

TES Australia
construct questions for Biodiversity Revision
investigation; propose
hypotheses; and predict Sheets
[Reference: TES Australia
possible outcomes
(2013)]
(ACSBL001)

2.30pm

Leave the site

REFLECTION QUESTIONS:
TEACHER:
1. To what extent were the students engaged
during the field trip excursion?
2. Did students stay on-task throughout the
lesson?
3. Were the students able to work effectively
within a group?

Resources

STUDENTS:
1. Were there aspects of the field trip that I did not understand?
2. Was I able to use the iPad confidently to record data?
3. Do I have any further questions regarding the field trip,
assignment or ICT tools?

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Hannah Hartwig (s287263)
EST204: Assignment 2 ICT Portfolio

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Hannah Hartwig (s287263)
EST204: Assignment 2 ICT Portfolio