FORWARD PLANNING DOCUMENT
TERM/WEEKS: Term 1 Week 2 YEAR LEVEL: 10 LEARNING AREA/TOPIC: Genetics
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
Notes about device access in the classroom: All of the Students at Living Waters Lutheran College have their own personal device in the form of an iPad. The class has an IWB.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
Transmission of Formative Introduction: -Weebly is used as the
2/1
-Using resources provided
heritable students will be able to assessment. -Students are greeted and guided to the lesson plan on weebly for main learning platform
characteristics from Quizlet to learning about the process mitosis which they can access on their which will have the
one generation to the
define the process of Mitosis review the IPad’s. class content and links.
next involves DNA and how a new cell is lesson -Let students know what the lesson objectives are. They are also -Portable IPad.
and genes formed. content. detailed on the weebly page. -IWB YouTube Video:
(ACSSU184) - Class will begin with a thorough explanatory video on mitosis by Mitosis Splitting up is
-Provide two examples of Formative Crashcourse on YouTube. (10 mintues) complicated.
Select and use assessment: https://www.youtube.c
appropriate
types of cells that duplicate Questioning Body: om/watch?v=L0kenzoe
equipment, via mitosis. from teacher -With no guidance (apart from answering questions for students OM
including digital to conclude having trouble) other than to provide students with the Britannica -Britannica school.
technologies, to collect -Students will be able to class. school link they need to write a detailed definition of mitosis in their https://school-eb-com-
and illustrate the processes that science journals and give 2 examples of cells that duplicate this way. au.ipacez.nd.edu.au/lev
record data systematic -Students are to draw simple diagrams in their science journals to els/high/search/articles?
ally and accurately
occur during mitosis in their illustrate the main stages of mitosis and give a brief definition of query=mitosis
(ACSIS200) science journals. each. (Diagrams are available on Britannica School). -Quizlet formative
assessment:
Conclusion: - Formative assessment ‘match test’ on quizlet to gauge https://quizlet.com/1980
student learning. 41202/match
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
Transmission of Formative Introduction: -Weebly is used as the
2/2
-Using resources provided
heritable students will be able to assessment. -Students are greeted and guided to the lesson plan on weebly for main learning platform
characteristics from Quizlet to learning about the process meiosis which they can access on their which will have the
one generation to the
define the process of meiosis review the IPad’s. class content and links.
next involves DNA and how a gamete cell is lesson -Let students know what the lesson objectives are. They are also
and genes formed. content. detailed on the weebly page. -Portable IPad.
(ACSSU184) - Class will begin with a thorough explanatory video on meiosis by
-Provide two examples of Formative Crashcourse on YouTube. (11 mintues) -IWB YouTube
Select and use assessment: Video: Meiosis:
appropriate
gamete cells that duplicate Questioning Body: Where the sex
equipment, via meiosis. from teacher -With no guidance (apart from answering questions for students starts.
including digital to conclude having trouble) other than to provide students with the Britannica https://www.youtube
technologies, to collect -Students will be able to class. school link they need to write a detailed definition of meiosis in their .com/watch?v=qCL
and illustrate the processes that science journals and give 2 examples of gamete cells. mR9-YY7o
record data systematic -Students are to draw simple diagrams in their science journals to
ally and accurately
occur during meiosis in illustrate the main stages of meiosis and give a brief definition of Britannica School:
(ACSIS200) their science journals. each. (Diagrams are available on Britannica School). https://school-eb-com-
au.ipacez.nd.edu.au/lev
Conclusion: - Formative assessment ‘match test’ on quizlet to gauge els/high/search/articles?
student learning. query=meiosis&include
LevelThree=1&page=1
-Questioning the class as the teacher and asking what the key
differences between mitosis and meiosis are. How many -Quizlet formative
chromosomes are in a diploid cell and how many are in a sex cell? assessment:
https://quizlet.com/1915
00578/match
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
Transmission of Formative Introduction:
2/3
-Recognize differing Allele -Weebly is used as
heritable pairs. assessment: -Students are greeted and guided to the lesson plan on weebly for the main learning
characteristics from Science learning about the process mitosis which they can access on their platform which will
one generation to the journals/ twig IPad’s. have the class content
next involves DNA -Define a dominant and a questionnaire/ -Let students know what the lesson objectives are. They are also
recessive trait. and links.
and genes class detailed on the weebly page.
(ACSSU184) discussion. -Have the students research George Mendel and using google doc’s
they are to (in groups of 2 or 3) describe Mendel’s influence on our -Portable IPad.
-Students will be able to
Select and use modern day understanding of genetics.
appropriate
recognize patterns of -Google Docs :
equipment, inheritance of a simple Body: https://docs.google.co
including digital dominant/recessive -With no guidance (apart from answering questions for students m/
technologies, to collect characteristic. having trouble) other than to provide students with the twig online
and link via weebly which they are to read and watch all videos; they Twig Resource:
record data systematic need to define a dominant and a recessive trait in their science https://www.twig-
ally and accurately journal and give 2 examples of dominant and recessive genes.
world.com/search/?se
(ACSIS200)
-Using George Mendel’s pea observations as an example students arch=dominant+rece
have to draw up punnet diagrams and predict basic inheritance ssive+genes&search-
odds. This can be done in their science journals and there will be an btn=
example punnet diagram template on weebly. They will recognize
that there are differing Allele pairs associated with different peas.
Twig questionnaire
Conclusion: - Formative assessment. Students complete page resource:
number 7 of twig questionnaire. As a class we go through the https://cdn-
answers to see if everyone is getting the basic concepts of media.twig-
inheritance.
world.com/lm-
new3/biology/cells_an
d_dna/genetics/Twig_
Genetics.pdf
