Biology Year Level 8: Multi-cellular organisms

Subject Area: Biology Year level 8 AusVELS
Author: Stephanie Arranga, Hope Henley, Natasha Lam and Rosalie Lennon

Description

A practical designed to show the process of diffusion in the small intestine.

Students are required to complete a practical component including an experiment investigating the movement of molecules across a semi-permeable membrane.

Following this, students complete a written component in the form of a scientific report. This was completed in class time.

Curriculum links

Biological sciences:

  • Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce(ACSSU150) (Year level 8)
  • Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to theirenvironment (ACSSU175) (Year level 9)

Inquiry skills:

  • Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge(ACSIS139)
  • Collaboratively and individually plan and conduct a range ofinvestigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
  • In fair tests, measure and control variables, and select equipment to collectdata with accuracy appropriate to the task (ACSIS141)
  • Construct and use a range of representations, including graphs, keys and models to represent and analysepatterns or relationships, including using digital technologies as appropriate (ACSIS144)
  • Summarisedata, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS145)
  • Reflect onthe method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS146)
  • Use scientific knowledge and findings from investigations toevaluate claims (ACSIS234)
  • Communicate ideas, findings and solutions to problems usingscientific language and representations using digital technologies as appropriate (ACSIS148)

Australian Curriculum and Assessment Reporting Authority (ACARA), (2014). Science Scope and Sequence; Foundation to Level 10.

Retrieved from: http://www.vcaa.vic.edu.au/Documents/auscurric/Science_scope_and_sequence_AusVELS.pdf

 

Procedural Properties

 

Context for task

Purpose Evaluate students’ experimental inquiry skills and scientific report writing skills
Administer Task completed entirely in class time. Groups of 3 for completion of experiment. One 50min session to complete experiment. Students were given 20mins to complete written report, done individually under test conditions, ensuring task authenticity.
Record Scores kept in an excel spreadsheet. Recorded as 1/3 of semester report practical component.
Interpret Marks for each section developed into a Guttman chart and ZPD groups sorted to show skill development areas for each group of students.
Use Used for reporting purposes to show student progress. Used to inform future student targets through ZPD groupings. Feedback also given to students when marks returned to them.

Construct

 

Construct

High Students at this level are able to justify and evaluate results, demonstrating scientific understanding of the scientific theory underpinning the experiment and linking this to the relevant theories.
Medium Students at this level are able to articulate and discern between theory and empirical evidence. Students can show the links between evidence and scientific theory.
Low Students at this level are able to follow the scientific report structure and adhere to the safety procedures required in the laboratory.

Rubrics

This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/  or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

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