Objectives
Students will be able to:
- Develop and understanding of historical and cultural contributions to science as well as contemporary science issues.
- Understand the nature of living things, and physical and chemical processes to explain the effect of biological warfare.
- Develop scientific enquiry skills, including questioning, planning, and investigating, with the ability to collect and analyse data.
- Use of appropriate terminology to communicate findings to a range of audiences
- Develop and understanding of historical and cultural contributions to science as well as contemporary science issues.
- Understand the nature of living things, and physical and chemical processes to explain the effect of biological warfare.
- Develop scientific enquiry skills, including questioning, planning, and investigating, with the ability to collect and analyse data.
- Use of appropriate terminology to communicate findings to a range of audiences
Unit Plan
Week
|
Area of Study
|
Key Knowledge
|
Activities & Assesment
Tasks |
Key Skills
|
1
|
Earth Science:
- Requirements for life |
- Biotic and Abiotic compents of an ecosystem
- Long term effects of war on the environment - Living things are interdependent and interact with each other and their environment. |
Video: Life in the Trenches
Discussion: The environmental effect of World War I |
Apply biological understanding to familiar and new contexts
|
2
|
Biology:
- Multicellular organisms |
- Body systems and their function
- Bodily response to external environments (trench conditions) |
Quiz: WWI and Multicellular organisms
|
Understand the nature of living things.
|
3
|
Chemistry:
- Composition and properties of substances |
- Trench warefare
- Chemical and biological warfare |
Video: Gas Attacks WWI
Mind Map: Weapons of war Draw Table: List and compare the properties of various biological/ chemical agents |
Describe the chemical and physical properties of substances that determine biological/ chemical agents as weapons.
|
Excursion to Shrine of Remembrance (week 3)
4
|
Physical Science:
- Trench warfare continued |
- Exothermic and endothermic reactions
|
Practical: Endothermic and Exothermic reactions
|
Describe the role of oxygen in combustion reactions.
Identify reactants and products in chemical reactions. |
5
|
Biological warfare
- Bodily responses |
- Identify bodily responses to biological/ chemical agents, involving the nervous system and endocrine system.
- Introduction to Assisgnment. |
Case Study: Nerve gas
Research assignment: Biological/ Chemical agents as weapons |
Identifying nervous and endocrine system responses.
Planning and making decisions on how to connduct an investigation. |
6
|
Research Assignment: Biological/ Chemical warfare
|
- Investigate the properties, cause and effect of a biological/chemical weapon, presented as a power point presentation or an annotated poster.
|
Access to computers, i.e. computer lab.
Assignment: assembling the power point or poster. |
Formulate questions and hypotheses.
Internet research skills. Data collection and analysis. Communicating through visual represenation. |
7
|
Research Assignment: Due
|
Peer assessment.
|
Students hand in assignment.
Peer assessment of power point/poster, then submit for teacher assessment. |
Students use scientific knowledge to evaluate peers work and decide whether they should accept claims, explanations or predictions.
|
Essential Questions
- What was the effect of the war on the environment and quality of life?
- What properties constitute a biological/ chemical weapon?
- What is an adaptation? Give an example.
- How do biological/ chemical agents affect the human body?
Performance Indicators/Outcomes
- Students demonstrate an understanding of the concept and terms of biological warfare.
- Describe the interdependencies between biotic and abiotic components of ecosystems.
- Elaborate on the environmental effects of war.
- Students demonstrate an understanding of the properties that classify a biological/ chemical agent as a weapon, with the ability to distinguish between chemical and biological weapons.
- Students will describe the effects of biological weapons on the bodily systems in detail, with correct use of terminology.
Activities and Assessment Tasks
- Web site: http://www.emedicinehealth.com/biological_warfare/article_em.htm
- Web site: http://www.firstworldwar.com/
- Video: life in the trenches WWI - http://www.neok12.com/php/watch.php?v=zX410f014c05486d04540f55&t=World-War-I
- Video: Gas Attack WWI - http://www.youtube.com/watch?v=22w1UVGv71M
- Mind map: Weapons of war
- Draw table: List and compare properties of biological/chemical agents
- Research Assignment: Investigate the properties, cause and effect of a biological/chemical weapon, presented as a power
point presentation or an annotated poster.
- Web site: http://www.firstworldwar.com/
- Video: life in the trenches WWI - http://www.neok12.com/php/watch.php?v=zX410f014c05486d04540f55&t=World-War-I
- Video: Gas Attack WWI - http://www.youtube.com/watch?v=22w1UVGv71M
- Mind map: Weapons of war
- Draw table: List and compare properties of biological/chemical agents
- Research Assignment: Investigate the properties, cause and effect of a biological/chemical weapon, presented as a power
point presentation or an annotated poster.
- Notes on weapons of WWI:
|
|
- Notes on Uni and Multi-Cellular Organisms:
|
|
Worksheets
Worksheet: WWI Multicellular Organisms Quiz
|
Worksheet: Biological/ Chemical Agents Summary
|
Research Assignment: Biological Warfare
|
Case Study: Nerve Gas
|
Key skill(s) addressed
• Investigating the response of the body to changes as a result of the presence of microorganisms
• Identifying responses using nervous and endocrine systems.
• Formulate questions and construct hypotheses appropriate for conducting first-hand and secondhand investigations
• Plan, design and conduct first-hand investigations, collect, process and record information systematically
• Act responsibly when conducting investigations: maintain safe practices; work independently and collaboratively as
appropriate.
• Apply biological understandings to familiar and new contexts; make connections between concepts; solve problems
• Communicate, interpret, transpose and communicate information and ideas effectively
• Use scientific terminology and conventions appropriately.
• Identifying responses using nervous and endocrine systems.
• Formulate questions and construct hypotheses appropriate for conducting first-hand and secondhand investigations
• Plan, design and conduct first-hand investigations, collect, process and record information systematically
• Act responsibly when conducting investigations: maintain safe practices; work independently and collaboratively as
appropriate.
• Apply biological understandings to familiar and new contexts; make connections between concepts; solve problems
• Communicate, interpret, transpose and communicate information and ideas effectively
• Use scientific terminology and conventions appropriately.
Lesson Plans
Sample lesson are provided to download and manipulate as needed. The activities, worksheet, and resources mentioned within each lesson can be downloaded, ready to use, and are provided above.
Lesson 1: Multicellular Organisms
Studied in week 2 from the unit plan and covers: - Body systems and their function - Bodily response to external environments (trench conditions)
|
Lesson 2: Trench Warfare
Studied in week 3 from the unit plan and covers: - Composition and properties of substances - Biological and \chemical warfare
|
Lesson 3: Bodily Response
Studied in week 5 from the unit plan and covers: - Identify bodily responses to biological/ chemical agents, involving the nervous system and endocrine system. - Introduction to Yr 9 Science Assisgnment.
|