Murder under the Microscope 2013

Stage 3 | English, Science, Technology

Summary
Students are introduced to the Murder under the Microscope and focus on the biodiversity of their local catchment area.They then identify and design a solution to a localised environmental issue. Integrated outcomes: English

Duration
Term 3, !"3 # $ee%s & days

Unit overview
Students are introduced to the MuM $ebsite and focus on the biodiversity of their local catchment area. They loo% at scientific terminology and create a $ord ban% for their o$n use. They complete an online 'ui( that investigates cause and effect in ecosystems. Student pairs must also create a $ebsite that identifies an ecological issue in the local catchment area and educates others about this issue and $hy it is important to preserve and protect it. The $ebsite $ill include an )ction *lan that sho$s others in the community $hat they can do to reduce their ecological footprint. Students must outline their $ebsite design+se'uence and focus area in their science ,ournals.

ig !dea
Students are able to identify and design a solution to an environmental issue in their local catchment area. They design and create a $ebsite to educate the community about this issue.

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)utcomes

*ssessment overview

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Science +,10

Science ,ournals 0ebsite Self-assessment rubric contribution to discussions and assisting others

ST3-".) sho$s interest in and enthusiasm for science and

technology, responding to their curiosity, 'uestions and perceived needs, $ants and opportunities
ST3- .) demonstrates a $illingness to engage responsibly $ith

local, national and global issues relevant to their lives, and to shaping sustainable futures
ST3-"!/0 describes ho$ structural features and other

adaptations of living things help them to survive in their environment

ST3-""/0 describes some physical conditions of the

environment and ho$ these affect the gro$th and survival of living things
ST3-&0S investigates by posing 'uestions, including testable

'uestions, ma%ing predictions and gathering data to dra$ evidence-based conclusions and develop e1planations

English +,10

E23-") communicates effectively for a variety of audiences and

purposes using increasingly challenging topics, ideas, issues and language forms and features
E23- ) composes, edits and presents $ell-structured and

coherent te1ts
E23-3) uses an integrated range of s%ills, strategies and

%no$ledge to read, vie$ and comprehend a $ide range of te1ts in different media and technologies
E23-&) dra$s on appropriate strategies to accurately spell

familiar and unfamiliar $ords $hen composing te1ts

E23-34 uses %no$ledge of sentence structure, grammar,

punctuation and vocabulary to respond to and compose clear and cohesive te1ts in different media and technologies

oard E23-56 thin%s#S$ imaginatively, creatively, interpretively and o" Studies % &rogram uilder % p'('os(nsw(edu(au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

oard o" Studies #S$ % &rogram uilder % p'('os(nsw(edu(au

Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

.ontent
Stage 3 , 0iving $orld
/iving things have structural features and adaptations that help them to survive in their environment. (ACSSU043) The gro$th and survival of living things are affected by the physical conditions of their environment. (ACSSU094)

Teaching, learning and assessment

Week 1: Introduction to MuM !"3 and visit $ebsite.Important 'uestion: 0hat is biodiversity8 0hat is our local catchment area8 9esearch terms and e1amples of )ustralian ecosystems, desert :arid inland; , rainforest, $etlands etc.6ollect %ey $ords in $ord ,ar. Week 2: 6omplete <ui( : 6ause and effect in ecosystems together and discuss +e1plore findings. Science ,ournals. Week 3: 0al% to councilor offices to meet $ith environmental scientist, 6r Sally To$nley -environmental issues uni'ue to 6offs =arbour region i.e. >oala Management *lan. students ta%e notes in their ,ournals. Week 4 -10: Student Action Plan :)ssessment Tas%; Students introduced to 0eebly site. 6reate student $ebsites and first page together. Ta%e students through 6reative 6ommons site and e1plain copyright issues. Ongoing assistance with topic selection, scientific research and website as needed but teacher to encourage students to problem solve and share knowledge. Students access school MuM !"3 blog page for useful research lin%s. 0or%ing in pairs of at least , students blend $ords, images, music, animation, video or still photography to create a 4-6 page website :0eebly; or that identifies an ecological issue in the local catchment area and educates others about this issue and $hy it is important to preserve and

/esources
/indfield East *.S. ?9educing our

environmental @ootprint? student $ebsite

Eclipse 6ross$ord *u((le creator Murder under the Microscope 6=*S 4log MuM

!"3

!"3

6opyright re'uirements 6li 6reative 6ommons Search engine *olldaddy Mrs 4ooth?s 6lass 0eebly Microsoft E1pressions 0eb & 0ord Aar Science ,ournals )ustralian Museum 4iodiversity 6amera *aper, pencils Student handouts for $ebsite

Stage 3 , $riting and representing

Students:
e1periment and use aspects of

composing that enhance learning and en,oyment to the responsible use of digital communication

recognise and discuss issues related

e1plore and analyse the effectiveness

of informative and persuasive devices in te1ts

understand and use the %ey elements

of planning, composing, revie$ing and publishing in order to meet the increasing demands of topic, audience and language 7nderstand and apply %no$ledge of language forms and features
plan, draft and publish imaginative,

assignment

Self assessment rubric

informative and persuasive te1ts, choosing and e1perimenting $ith te1t structures, language features, images and digital resources appropriate to purpose and audience
(ACELY1704, ACELY1714)

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

.ontent
Stage 3 , $or2ing Scienti"ically
Students 'uestion and predict by:
$ith guidance, posing 'uestions to

Teaching, learning and assessment

/esources

clarify practical problems or inform a scientific investigation (ACSIS231,

ACSIS232)

predicting $hat the findings of an

investigation might be
ACSIS232)

(ACSIS231,

Students plan investigations by:

$ith guidance, planning appropriate

investigation methods to test predictions, ans$er 'uestions or solve problems including surveys, field$or%, research and fair tests
(ACSIS086, ACSIS103, ACSHE081, ACSHE098)

collaboratively and individually

selecting suitable methods for gathering data and information firsthand and from reliable secondary sources

Students conduct investigations by:

$or%ing individually and

collaboratively in conducting a range of appropriate investigation methods, including fair tests, to ans$er 'uestions or solve problems

Students process and analyse data and information by:

dra$ing conclusions and providing

e1planations based on data and information gathered first-hand or

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Di""erentiated 0earning
Note: This unit can be differentiated by ma%ing ad,ustments to and modifying assessment for learning activities for individual students or a group of students to cater for:
different learning needs a range of learning styles and preferences.

Evaluation

@urther information to assist differentiation can be found here: 2S0 Syllabus Bifferentiation or 2S0 Syllabus: Supporting Students $ith Special Education 2eeds

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.