STEM FORWARD PLANNING DOCUMENT – Lesson 8

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 Design Technologies Digital Technologies Digital Technologies OTHER SCSA LINKS eg Maths,
Knowledge & Understandings Process & Production Skills Knowledge & Understandings Process & Production Skills Science
 Generate, develop, test and  Evaluate how student solutions and English
communicate design ideas, existing information systems meet  Plan, rehearse and deliver
plans and processes for various needs, are innovative, and take presentations, selecting and
audiences using appropriate account of future risks and sequencing appropriate
technical terms sustainability (ACTDIP031 content and multimodal
and technologies including elements to promote a point
graphical representation of view or enable a new way
techniques (ACTDEP036) of seeing (ACELY1720)
Science
 Interactions between
organisms, including the
effects of human activities
can be represented by food
chains and food
webs (ACSSU112)
 Solutions to contemporary
issues that are found using
science and technology, may
impact on other areas of
society and may involve
ethical considerations 
(ACSHE120)
 TEACHING AND LEARNING EXPERIENCES
OBJECTIVES Introduction:
 Present an iMovie that
 Students are given time to make last-minute adjustments to their iMovie.
showcases possible
solutions to a new invasive Body:
species.  Presentation
 Demonstrate knowledge o Each student presents their iMovie to the class.
of the various control
o Class members then ask questions about the animal and possible solutions
methods that have been
successfully implemented  e.g. “what other invasive animals have been controlled using your methods?”
for similar invasive species  “Which of the 3 methods do you think would be most effective?”
by answering questions
 Peer assessment on the proposed solutions (are they innovative, based in evidence and sustainable)
following the iMovie
presentation.  Self-Assessment – reflection on research, planning, design & presentation (“Is there anything you would change?”
ASSESSMENT Conclusion:
 iMovie Presentation
 Post-Test
(formal/summative worth
35%) o Students repeat the pre-test undertaken in lesson 1 and use it to demonstrate progress made throughout the STEM unit.
 Peer Assessment Checklist
(formative)
 Self-Assessment LEARNER DIVERSITY
(formative)
RESOURCES  EALD – students are allowed 1-page of notes when answering questions post-iMovie
 Pearson Science Year 7
Activity Book pg. 67-68
 iMovie
 Projector
 Pens
 Rubric