STEM FORWARD PLANNING DOCUMENT – Lesson 7

TERM 2 WEEK 2 UNITED NATIONS SUSTAINABLE DEVELOPMENT YEAR LEVEL: 7

GOAL: Goal 15 (Life on Land)
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

Design Technologies
Knowledge & Understandings
 Generate, develop, test and
Design Technologies
Process & Production Skills
communicate design ideas,
plans and processes for various
audiences using appropriate
technical terms
and technologies including
graphical representation
techniques (ACTDEP036)
Digital Technologies Digital Technologies OTHER SCSA LINKS eg Maths,
Knowledge & Understandings Process & Production Skills Science
 Media Arts
 Plan, structure and design
media artworks that engage
audiences (ACAMAM069
English
 Plan, rehearse and deliver
presentations, selecting and
sequencing appropriate
content and multimodal
elements to promote a point
of view or enable a new way
of seeing (ACELY1720)

TEACHING AND LEARNING EXPERIENCES

OBJECTIVES
 Create an iMovie to
promote possible solutions
to an invasive species
ASSESSMENT
 Observations during
iMovie creation (informal)
 Bingo (informal)
RESOURCES
 iMovie Tutorial
 iPads
 iMovie App
Introduction:
 Students are informed of how to use iMovie (*YouTube tutorial video)
Body:
 Students use iMovie to create an iMovie which must include
o Scientific Name, Common name & Classification
o Photo of the 3D model
o Explanation of key adaptations (physical, behavioural & physiological that enable it to survive in the South-West)
o A food web including the invasive species (explanation of food source & predators as well as how it impacts the food chain)
o Impact of the invasive species on the environment, other organisms and agriculture
 iMovie planning template o Recommendation of 3 possible solutions (animal control, biological control or Indigenous solution) and evidence to support these recommendations.
 Wi-Fi
 A4 Paper Conclusion:
 Pens  Bingo
o Students create a bingo game using the following words (* to be written down in a random order)
 Ecosystem, Parasitism, Mutualism, Predator, Food Chain, Food Web, Kingdom, Phylum, Class, Order, Family, Species, Genus, Producer,
Consumer, Invasive Species, Animal Control, Biological Control, Adaptations, Habitat, Sustainability, carnivore.
 Words are written in a grid (6x columns and 4x rows)
o Words are randomly called out and are marked off by students.
o Once a student has an entire row marked off, they say BINGO!