Advanced Science 2020

Assignment 3 - Prepare a Biology Topic for SACE Stage 1

Biology
Prepare an outline of 5 weeks of lessons for a Stage 1 Biology class using the
SACE 1 Subject Outline.
- 4 lessons per week, comprising 1 double and 2 singles. Five weeks equates to half
one term.
- One topic only to be covered.

In the 5 weeks have a relevant practical investigation, a test and a variety of teaching
methods, including students viewing online articles and some flip-classroom style
teaching.
Incorporate one controversial or topical issue (SHE) relevant to your topic.

For examples, see SACE website, stage 1 Biology - Biology/support materials

teaching and learning programs - 6 programs provided
Assessment plans - 6 plans provided
Assessment exemplars - type 1 Investigations - 11 exemplars provided
Assessment exemplars - type 2 Skills and Application Tasks - 7 exemplars
provided

Your outline can be in table form and should be a maximum of 1 page per week.

Review of resources - select five (5) resources listed in SACE website in the
teaching and learning programs or the Subject outline, write a 1 paragraph review
these items (good points, poor aspects, relevance etc.) and briefly describe how you
would incorporate these resources in the lessons covered in your chosen topic.

Preparing your own resource - Prepare one resource not listed on the SACE
website that you will use in your unit. (eg Assignment, Powerpoint, practical
demonstration etc).
NOTE - Your resource may be adapted from another resource but must be mainly
your own work. ie. over 50% written by you. There needs to be evidence that this
resource is your own.

Describe how you will incorporate this resource into your 5 week unit.
EDUC3643H- Science Assignment 3: Unit Plan

Unit Title Infectious Diseases

Strategy to embed Various strategies: Hands on, practical, demonstrations, audio visual (videos), reading articles, case studies, animation, role play,
flipped classroom, making drawings and answering questions.
Year level Stage 1 Biology

Strands & Sub-strands Infectious Disease: infectious and non- infectious, pathogens, transmission, spread, control measures, contraction/molecular
recognition, human immune system and the responses to infection and immunity

Aims & Overview

In this topic, students examine the various agents that can cause infectious diseases, including viral, bacterial, and
other parasitic pathogens.
Students examine how infectious disease agents spread, enter hosts, and cause immune responses. They make
comparisons to the function of immune systems in other organisms.
Students examine the structure and function of the main components of the immune system: physical barriers, the
innate (non-specific) system, and the specific responses of the adaptive or acquired system. Students learn that
pathogens cause changes that enable memory for future immune response.
Students study how biotechnology has contributed not only to the understanding of the human immune system, but
also to the development of vaccinations and other advances in the treatment of disease.
Students evaluate the impact that infectious diseases have on populations across the global community, including
factors that affect spread, control, and treatment of infectious disease. They explore how different scientific
disciplines and experts in other fields (such as mathematics) work together to model problems related to the spread
of disease and formulate solutions.
By investigating the ethical decisions surrounding disease control, students extend their ethical understanding. In
critically analysing data and the consequences of disease outbreaks, students apply their critical and creative thinking
skills (SACE- Stage 1 Biology, 2020).

Duration 5 weeks

Lessons per Week 4 x 50 min lessons; (structured as 2 single lessons + 1 double lesson per week)

2166970 Demcey Anderson

EDUC3643H- Science Assignment 3: Unit Plan
Key Idea  Infectious disease differs from other diseases.
(Content descriptors)
 Examples of disease control include:
- controlling the carriers (e.g. fleas, mosquitoes)
- killing the pathogen (e.g. antibiotics, antiseptics)
- quarantining carriers of the disease
- the immune response.
 Pathogens have adaptations that facilitate their entry into cells and tissues and hosts
 When a pathogen enters a host, it causes physical or chemical changes that stimulate immune responses in the host.
 The human immune system protects the body against disease by:
- physical barriers
- innate (non-specific) immune response
- the adaptive (acquired) immune response.
Elaboration(s)  Distinguish between infectious and non-infectious disease.
 Determine the characteristics of a pathogen.
 Describe the methods by which pathogens may be transmitted between hosts, such as:
 air
 dust
 direct contact
 faeces
 food
 animals.

 Describe how pathogens and host cells recognise each other.

 Explain that some pathogens enter cells to survive and reproduce.
 Describe the basic concept of molecular recognition (e.g. pathogens binding to cellular receptors).
 Explain that some pathogens must enter cells to ensure their survival, replication, and to evade the immune system.
 Define the term ‘antigen’.
 Compare foreign antigens (non-self) with self-antigens.
 Describe the function of the various physical barriers that exist to prevent the entry of pathogens.

2166970 Demcey Anderson

EDUC3643H- Science Assignment 3: Unit Plan
Capabilities Literacy: Use of appropriate terminology,
Numeracy: Use of data and analysing patterns
ICT: Use of computers and internet, students also use iPads or phones to complete a game and watch videos
Critical and creative thinking: Students will need to be critical and evaluate evidence. Students will also need to form their own
conclusions and create new ideas throughout their assessments
Ethical Understanding: Students will learn about what vaccinations and evaluate their ethical nature
Intercultural Understanding: Students will be reviewing case studies from around the world and reviewing what each country
did to control disease spread

Science Inquiry Skills: Students will have the opportunity to develop SIS 2, 3, 4, 5, 6, 7 and 8 through the practical and various
investigation tasks where they are required to produce results and use correct terminology and write clear and concisely.

SHE: Students summative assessment will focus on SHE and address all of the criteria.

Assessment Activity SHE Summative Assessment Stage 1 Biology Infectious Disease Task 5
(Summative)

Learning Objectives
As a result of engaging with the unit, students will:

understand that (Concepts, principles, “big ideas”. No more than 1 or 2 for a single lesson. Make sure your objectives are statements that work in the form, Students will
understand that…)

Students will understand that there are various agents that can cause infectious diseases, including viral, bacterial, and other parasitic pathogens.
Students will understand that infectious disease agents spread, enter hosts, and cause immune responses in both human beings and other organisms.
Students will understand how the structure and function of the main components of the immune system works
Students will understand how biotechnology has contributed to the understanding of the human immune system, and the development of vaccinations and
other advances in the treatment of disease.
Students will understand how infectious diseases impact populations across the global community, and how diseases are spread, controlled, and treated.

2166970 Demcey Anderson

EDUC3643H- Science Assignment 3: Unit Plan
Students will understand that there are various scientific disciplines and experts in other fields that work together to model problems related to the spread of
disease and how to overcome these issues.
(SACE- Stage 1 Biology, 2020).

Know (e.g. facts, vocabulary, dates, information)’ Be able to (do) (Skills, processes)
- Students will be able to describe how pathogens may be transmitted between
Students will know what an infectious and non- infectious disease is. hosts.
Students will know some examples of how to control a disease. - Students will be able to explain how pathogens and host cells recognise each
Students will know what a pathogen is and what characteristics they have. other.
Students will know that pathogens are able to adapt to facilitate their entry into - Students will be able to explain how some pathogens enter cells to survive and
hosts. reproduce.
Students will know how the immune system protects the body. - Students will be able to describe the basic concept of molecular recognition
Students will know what an antigen is - Students will be able to explain that some pathogens must enter cells to ensure
their survival, replication, and to evade the immune system.
- Students will be able to explain why the immune system responses in different
ways to neutralise or prevent entry of pathogens.
- Students will be able to compare foreign antigens (non-self) with self-antigens.
- Students will be able to describe the function of the various physical barriers that
exist to prevent the entry of pathogens.

Essential Questions (1-3 only; these should help students engage with the “big ideas” or understandings)
What is a pathogen and how do these affect living organisms?

How does the immune system function and how does it fight off a disease?

2166970 Demcey Anderson

 EDUC3643H- Science Assignment 3: Unit Plan

Learning Key Teaching and Learning Activities Assessment Differentiation Resources and Capabilities
Strategies Concepts & Activities Equipment
Used Skills
1 Think pair What is an Mind map: In pairs students get the topic Checking in Students who are Workbooks Literacy
share Infectious of infectious disease, they have 15 with students unable to listen to Video and Quiz website Critical and
Audio visual Disease and minutes to come up with anything they informally. the video would be https://study.com/ Creative
Quiz how does it can think of. Then come back as a class Seeing which given a script of academy/lesson/ Thinking
differ to a and discussion. students are what it says that noninfectious-vs-
disease Watch a video about disease and answer a able to answer they can read. As infectious-
small quiz together, getting students to say the questions or this is just engaging diseases.html#lesson
why it wouldn’t be the other answers. complete the the students with
(Roundy, 2020).
mind map with the topic, there
ease wouldn’t need to be
too much
differentiating
2 Investigation Characteristics Students will Students that need Investigation worksheet Literacy
Students will investigate the structure and
Worksheet of a pathogen complete a extra help can be Critical and
function of the different types of
and methods worksheet about given more Creative
pathogens by:
of the different structured Thinking
transmission  using electron microscope diagrams to pathogens and worksheets to help Science Inquiry
investigate size, scale, and structure of what they have guide their learning Skills
the pathogens found. This will whilst students who ICT
 identifying bacterial cells. be handed up at need more of a
(SACE- Stage 1 Biology, 2020) the end of the challenge can be
lesson given worksheets
with more questions
about applying
knowledge.
3-4 Hands on Spread of Students will complete a practical Check students Students will be PowerPoint Literacy
demonstratio disease demonstration to show the spread of a understanding given various presentation Critical and
n “virus” in the classroom. Students will by asking different questions Creative
need to handshake and one person will be questions and answer based on Thinking
the virus, they will wriggle their finger on asking for blooms taxonomy. Numeracy
the other persons palm. After 5 minutes responses. This This lesson will also Science Inquiry

2166970 Demcey Anderson

 EDUC3643H- Science Assignment 3: Unit Plan

we will examine the spread. Then repeat can be involve some skills
with some who is vaccinated etc. completed in explicit teaching SHE
After this we will do some explicit their books or and adaptions can (vaccination)
teaching on examples of disease spread as small group be made for various
throughout history discussions. individuals.
5 Practical Spread of Solve the outbreak game. Various levels Formative Each student can iPads, phones or Literacy
Activity disease and different case studies. assessment: complete this game computers to play the Numeracy
Audio visual This game can be played on phones, iPads Workbooks at their own pace. game Critical and
tool or computers. Gets students to explore handed up at Give students a https://www.common Creative
Problem various cases of infectious disease and end of lesson to structured sense.org/education Thinking
solving work out where the disease has come from demonstrate worksheet that will /app/solve-the- ICT
and how it spread through America. how students help them to outbreak (Gorrell, Intercultural
Students to write down each step they have draw complete the cases. Understanding
2020)
took in figuring out what caused the conclusions
Workbooks
disease and how it spread. After each case about the
PowerPoint to follow
has been completed, have a group disease.
questions on the board
discussion about the steps that were taken
etc.
6 Case study Disease These will be Different booklets Case study booklet Literacy
Students will use case studies from history
analysis control completed in with different Critical and
and recent times to investigate epidemics
Group methods booklets questions can be Creative
and pandemics Examine the factors
discussion provided and provided for each Thinking
involved in the spread and control of these
will be handed student depending Ethical
outbreaks. Discuss the ethical implications
up at the end on their level of Understanding
of controlling the spread of disease by:
knowledge about Intercultural
 quarantine the content. E.g. Understanding
 access to medications/vaccines students that are
 considering the location of the outbreak. struggling could
have more
Evaluate strategies to control the spread of knowledge and
diseases, such as: understanding based
 site planning questions, whereas
 water supply students that need to
 sanitation and hygiene
be challenged could
have more

2166970 Demcey Anderson

 EDUC3643H- Science Assignment 3: Unit Plan

 food supply questions about

applying their
 health education.
knowledge
Propose and critique strategies for the
control of hypothetical disease outbreaks
Students finish with a group discussion
(SACE- Stage 1 Biology, 2020)
7-8 Animation Molecular Students will watch an animation Exit card will This lesson will Animation: Literacy
Role play recognition about entry of viruses into the cell. be handed to address various http://highered.mhedu Critical and
Group work Students to take notes during the teacher and different learner cation.com/sites/0072 Creative
animations and key aspects to be will show profiles 556781/student_view Thinking
discussed. Students will mimic entry what students 0/chapter18/animatio
into a cell through role play to don’t n_quiz_1.html
reinforce the knowledge understand or McGraw-Hill Global
are Education Holdings.
Students will then discuss entry points understanding (2020). Cited in
for pathogens into the human body well. (SACE- Stage 1
through small group discussion, Biology, 2020)
including:
 wounds

 respiratory surfaces

 reproductive routes

 digestive system

Students to complete an exit card

before leaving class

9 Transcription Students will use Khan academy to Worksheet Worksheet can be Khan academy Literacy
and explore transcription and translation will be handed differentiated to worksheet
Translation and complete a worksheet to help up at the end suit readiness
explore their understanding. of lesson levels
10 Investigatio SHE This lesson will be dedicated to Scaffolding can be Assessment Sheet and Literacy
n Assessment explain the assessment piece and provided rubric Critical and

2166970 Demcey Anderson

 EDUC3643H- Science Assignment 3: Unit Plan

answering any questions. Students will Creative

also get this lesson to work on their Thinking
assignment SHE
11- Flipped Immune Students will learn this content for Students to Students to be https://www.immuno Literacy
12 classroom responses homework as part of a flipped show teacher provided with paedia.org.za/immun Critical and
Questioning classroom approach. Using work and have different questions ology/basics/4-mhc- Creative
Drawing https://www.immunopaedia.org.za/im one on ones and cloze antigen-presentation/ Thinking
pictures munology/basics/4-mhc-antigen- with teacher activities Presentation (Guller, Science
presentation/ students will learn this during the 2020) Inquiry Skills
before answering questions, draw lessons
pictures in class and have discussions Questions and cloze
in class. Students will need to show activities
what they learnt
Review the key points and terms. Worksheet for class
13 Investigatio How the Students will compare the characteristics Check in with Questions will be Questions worksheet Literacy
n body protects and efficiency of physical barriers students given out for
Students itself including: Exit card students to answer
teach each  the skin as the primary physical barrier
and address these.
other Students will
 the human cough reflex
Group work teach each other.
 the cornea of the eye
Can have notes to
 enzymes in tears and skin oils explain to other
 mucus which traps bacteria and small students or use
particles videos anything
 stomach acid they think
 earwax.
(SACE- Stage 1 Biology, 2020)
Each student will be divided into groups
and will work together to learn about their
physical barrier. After this one person
from each group will get together and
explain their barrier to another member of

2166970 Demcey Anderson

 EDUC3643H- Science Assignment 3: Unit Plan

another group. Students will learn from

each other.

14 Practical How can we Students will complete the summative Students to Students can be Stage 1 Biology- Literacy
Question help protect assessment practical for infectious hand up their provided with Summative Practical Numeracy
Modified the body? disease however, they will not write up discussion and scaffolding to help (adapted to suit) Critical and
report the report. Students will write a evaluation write a discussion Creative
discussion and evaluation and evaluation. Thinking
Students will also Science
be provided with Inquiry Skills
the method
15- Assessment Summative SHE Investigation Task 5 – Infectious Draft and Students who Assignment Task Literacy
20 Assessment Disease (SACE- Stage 1 Biology, feedback need support can sheet Critical and
(SHE 2020) provided be provided with Creative
investigation) Draft will be due after lesson 20 scaffolding to Thinking
Students will have 2 weeks after this to complete the task SHE
finalise and hand up.

2166970 Demcey Anderson

EDUC3643H- Science Assignment 3: Unit Plan

Review of 5 tasks or resources from SACE used during unit plan

I used tasks as there were not many resources listed within the infectious disease subject outline. I found these tasks
listed below worked well with my unit.

1. Students will investigate the structure and function of the different types of pathogens by:
- using electron microscope diagrams to investigate size, scale, and structure of the pathogens
- identifying bacterial cells.
This task I decided to use in my unit plan as it allows students to look at pathogens through investigation and self-directed learning.
Students will be given worksheets to complete that will have them answering questions and drawing diagrams and labelling. This
provides some variety to students as it is not just writing but is also suited to creative students who enjoy drawing as well. This
resource allows the teacher to address various learner profiles throughout this task. This is particularly important because all
students need to be engaged in learning the content otherwise, they will not be able to learn. By appealing to their strengths as
learners it enables the teacher to get the most success from a student (Tomlinson, 2004). Students will also be able to complete this
task in their own time as the task is very student centered. It also develops their skills and teaches students how to learn, which is a
standard teachers are expected to address as outlined by the TfEL (Department of Education, DfE, 2016) This also allows the
teacher more time to move around the classroom and work with individual students who may be struggling or need extra support.
This resource also challenges students as they have to learn the content for themselves rather than just be told. Killen (2016), has
described this teaching strategy as an excellent way to foster deep understanding and meaning because students have to engage with
the content and learn for themselves, it also means they are able to learn the way they feel works best for them. This resource has
real relevance as it is able to address content that students need to be taught however, is done in an engaging way. However, it
would be beneficial if the SACE website provided more information as to how this specifically looks in the classroom and provided
worksheets for students to work on, this would mean that I would then be able to create differentiated worksheets as well for
students that are needing more support or challenge. Overall, this resource/ task will work really well in the unit as it not only
addresses content but also provides students the opportunity to be self-directed.

2166970 Demcey Anderson

EDUC3643H- Science Assignment 3: Unit Plan

2. Case Studies

Case studies are a really good resource to use for this unit because it uses cases that happened previously and students must apply the
learning to a real-life context. As outlined by the TfEL (DfE, 2016) document it states that teachers should personalise and connect
learning and that teachers should develop expert learners. Case studies address both of these criteria, as students are able to see
learning in real life and also gain a deeper understanding and develop their skills. This resource allows students to examine what
happened and what could have been done better or evaluate the strategies that were used. This allows for high order thinking and the
ability to develop inquiry skills as well as gain a deeper understanding of the topic. This particular task asks students to examine the
ethical implications of controlling disease spread which addresses one of the general capabilities, as well as using literacy and critical
and creative thinking. The Australian Curriculum, (2020) stated that the general capabilities are important to be developing in
students because they are skills that can be transferred and are described as essential life skills needed not just in the workplace but
society as well. The case study resource also allows students to work at their own pace and can be differentiated really easily by
providing more scaffolded questions for students who are struggling or more challenging questions for those that need to be pushed.
This provides an opportunity for students to develop their skills as self- directed learners which Gonzalez-DeHass, (2020) describes
as being essential for creating life- long learners and prepare students to be active citizens. One thing that would have been good is if
SACE actually provided the case studies to use rather than having to make them up myself. However, overall, this resource is
particularly useful and something that I will continue to use throughout my career as a teacher.
3. Discuss the role of major histocompatibility complex (MHC) in the presentation of antigens to the immune system.
Note that foreign antigens and their molecular recognition is by:
a. antibody–antigen binding
b. MHC and complement.

This task was used in my unit plan because it enables students to discuss the MHC complex through group discussion. I used
this task and used a flipped classroom approach where students learnt the content at home and then we are able to have an in-
depth discussion during class time, as the resource suggests. A flipped classroom approach allows the teacher to utilise class
time to focus on discussion and deepening understanding (Eaton, 2017). This teaching strategy also allows for students to foster

2166970 Demcey Anderson

EDUC3643H- Science Assignment 3: Unit Plan

deep understanding and skillful action as well as communicating learning in different modes and promoting dialogue as a means
of learning. These are important standards to be addressing as a teacher as they are outlined in the TfEL (DfE, 2016) document
as being essential to creating learning opportunities for students. Dialogue in a classroom is important because it allows students
to listen to others ideas and work things out together using teamwork and communication skills. These are essential life skills
that every student needs to develop in order to be an active citizen in our society. This resource on discussion does just that. It
would also be beneficial to provide more resources for this particular content descriptor as I feel it is quite a difficult one for
students to understand. Therefore, it would be really good to see more resources or tasks listed for this topic of molecular
recognition. However, this discussion-based resource/ task works well within this unit as it allows for students to work at their
own pace through flipped classroom pedagogy but also allows for a deeper understanding through meaningful discussions in
class.

4. Skills and Application Infectious Disease practical (adapted slightly)

The Skills and Application resource I chose to use in this unit plan, gets students to examine how effective soap and toilet
paper are at protecting our bodies against viruses. However, this is listed as a summative task but this is not how I would use it
in this particular unit. In another unit I may choose to use this as a summative assessment task. However, I really like the SHE
investigation task but feel that this practical would be very beneficial for student to complete. Therefore, I decided to slightly
adapted the task, I would only make students write up a discussion and evaluation and follow a set procedure rather than them
making up their own. By getting students to write a discussion and evaluation I am still able to test their understanding but in a
formative way, it also gives students the opportunity to receive feedback that they could use in other practical report
assignments. This resource is really good because it is a practical task, meaning that students are able to be hands on and
participate in real life learning as it connects to what they are told to do by society. Being a practical task, it allows for student
learner profiles to be addressed as hands on activities may be a learning strength of many students. This resource also allows
students to evaluate the strategies and whether they are effective or not. This promotes blooms taxonomy and develops high
order thinking skills as well as fostering a deeper understanding and getting students to explore the construction of knowledge
as outlined by the TfEL (DfE, 2016) document for effective learning. This resource will be extremely useful in this unit of
work and also address many of the science inquiry skills and general capabilities that students need to develop throughout their

2166970 Demcey Anderson

EDUC3643H- Science Assignment 3: Unit Plan

time at school to be successful life- long learners. Overall, this resource is able to appeal to learner profiles, be engaging and
allow students to develop high order thinking skills, science inquiry skills and the general capabilities.

5. SHE investigation Task 5

The SHE investigation resource that I have chosen to use for this unit allows students to use all the knowledge they have gained
during the unit to examine evidence and figure out what the unknown disease is and how it could be treated. This task not only gets
students to develop their SHE skills but also their high order thinking as they have to examine evidence, analyse and evaluate the
evidence and then draw conclusions about what disease it could be. Higher order thinking skills are important for students to develop
because it gets students to apply their knowledge rather than just remember content which enables students to engage with the
content more effectively (Tomlinson, 2014). Students are also building and developing the general capabilities such as literacy,
critical and creative thinking, ethical understanding, ICT and intercultural understanding. This resource allows students to build on
their prior knowledge and connect learning to their lives which the Department of Education has outlined as being important through
the TfEL document (DfE, 2016). Bartholomaeus, (2008) also states that if students can see the relevance to their lives, they are more
likely to engage with the content and therefore increase their motivation to succeed. This is really important because teachers want
all students to be achieving to the best of their abilities. One thing that I am unsure about is whether 3 weeks is enough time to
complete this task as outlined by the assessment conditions. As I have not had enough time in the classroom it would be difficult to
know if this is enough time for students to complete the task to a high level. As this is Stage 1, you want the students to be successful
in their learning as this sets them up for Stage 2. The task is highly relevance and addresses almost all of the content areas within the
infectious disease topic. However, it could be beneficial for this to be run over the entire topic rather than just 5 weeks. Spending
time in the classroom whilst on placement I noticed that my students took a lot longer to complete tasks than I originally thought
therefore, I am questioning if 3 weeks is enough to complete this task to a high level. Otherwise, this resource is highly relevant to
the topic, allows for high order thinking and the development of various general capabilities and foster deep understanding and
engagement.

2166970 Demcey Anderson

EDUC3643H- Science Assignment 3: Unit Plan

My own resource: EXIT CARD

Name: _______________________________

State three things that you learnt today

_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________

What was something that you didn’t understand from today’s lesson?
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________

One question I have from today’s lesson

_____________________________________________________________________________________
___________________________________________________________________________________

Rate how you feel about what we learnt today:

Green (good to go) Yellow (still need help) Red (I didn’t understand)

I have chosen to develop an exit card for my resource as I will use these in several of my lessons. I have included 4
questions that students will need to answer. I have added the state three things you have learnt questions so that

2166970 Demcey Anderson

EDUC3643H- Science Assignment 3: Unit Plan

students can demonstrate to me what they have learnt during the lesson, I am then able to review these to see if they
have understood the content properly. I have then chosen to add in a question about what students didn’t understand,
this enables me to see if there are gaps in the learning and specifically what students haven’t understood. I also added in
a question where students can ask me a question, this could be to do to with the content or could be a question if they I
the teacher could spend more time supporting them. Finally, the question about rating themselves, gives me a
understand of how they feel they are coping with learning the content. This is important because it shows to me if
students feel they understand or have no idea. This exit card is a really important way for me to test what students have
learnt from the lesson and pick up on any misconceptions or questions that they may have. From this quick and easy
task, I am able to find out which students may be struggling with the content and which students may need to be
extended further. It also allows students who do not feel comfortable asking for help or questions to write them down
rather than ask in person. This means that I am able to address their questions individually during the next lesson or as a
whole group, if most students are asking the same question. By using this strategy, I will find out if all my students
struggled with the same content, meaning I may need to look at reviewing the lesson again or changing the teaching
strategy that I have employed during that lesson. If I find that each lesson students are struggling to understand with the
strategy that I am using, then perhaps I will need to not use that strategy with this particular group of students. Using exit
cards are also a really good way to then plan for the next lesson as it may mean that I need to do another lesson on the
same content or be able to move on. Some students may have understood the content well and others didn’t understand
at all and from this I will be able to provide support and differentiate my next lesson to suit each student’s readiness
levels. By using this strategy over a few lessons, I may be able to also recognise patterns with particular students which
will help me to teach those students better. This little teaching strategy will enable me as a teacher to not only plan but
provide support and highlight the need for differentiation for the rest of my unit and lessons making this small task very
important for me to use as a teacher and one that I can rely on to inform my teaching practices.

References:
Australian Curriculum. (2020). General Capabilities. Retrieved 12 April 2020, from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

2166970 Demcey Anderson

EDUC3643H- Science Assignment 3: Unit Plan

Bartholomaeus, P.A. (2008). Some rural examples of place-based education.

DfE (Department for Education) 2016, South Australian teaching for effective learning (TfEL) Framework guide: a resource
for developing quality teaching and learning in South Australia, Government of South Australia.

Duchesne, S., & McMaugh, A. (2016). Educational psychology: For learning and teaching (5th ed.).

Eaton, M. (2017). The flipped classroom. The Clinical Teacher, 14(4), 301-302.

Gonzalez-DeHass, A. (2020). Parent involvement for motivated learners: Encouraging self-directed and resilient students.

Gorrell, D. (2020). Solve the Outbreak Review for Teachers | Common Sense Education. Retrieved 13 April 2020, from
https://www.commonsense.org/education/app/solve-the-outbreak

Guller, R. (2020). MHC & Antigen Presentation | Immunopaedia. Retrieved 14 April 2020, from
https://www.immunopaedia.org.za/immunology/basics/4-mhc-antigen-presentation/

Killen, R. (2016). Effective Teaching Strategies: Lessons from research and practice (Seventh ed.).

McGraw-Hill Global Education Holdings. (2020). Animation Quiz 1 - Entry of Virus into Host Cell. Retrieved 14 April 2020,
from http://highered.mheducation.com/sites/0072556781/student_view0/chapter18/animation_quiz_1.html

Roundy, L. (2020). Non -Infectious vs Infectious Disease. Retrieved 13 April 2020, from
https://study.com/academy/lesson/noninfectious-vs-infectious-diseases.html#lesson

SACE- Biology. (2020). South Australian Certificate of Education - Biology. Retrieved 15 April 2020, from
https://www.sace.sa.edu.au/web/biology/stage-1

2166970 Demcey Anderson

EDUC3643H- Science Assignment 3: Unit Plan

Tomlinson, C. (2004). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Moorabbin, Vic.: Hawker-
Brownlow Education.

Tomlinson, C. (2014). The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition. (2nd ed.).

Advanced Science 2019

Assignment 2 - Prepare a Biology Topic for SACE Stage 1 Biology

Name

Mark Scheme
Item Maximum Actual Comments
Marks Marks
Outline of 5 weeks of 50 marks 1)
lessons (10 marks 2)
per week)
3)

2166970 Demcey Anderson

EDUC3643H- Science Assignment 3: Unit Plan

4)

5)
Reviewing 5 5 1)
resources
5 2)

5 3)

5 4)

5 5
Prepared resource 20

Describe how you 5

will use your
prepared resource

Total 100

2166970 Demcey Anderson