MDP461 Assigment 1 - Human Impact Unit Plan- Andrew Rubira N7460805

MDP461-Asigment 1 Unit Plan 27/8/2010 MDP 461 - SCIENCE EDUCATION CURRUCULUM STUDIES 3

Biology Unit Plan

Humans Impact on the EnvironmentMDP461 – Assignment 1

Andrew Rubira

Student No. N7460805

Human Impact On The Environment Year 12 Biology Semester 4 (30 Hours)Unit Rational / Context

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Rosemont High School

MDP461-Asigment 1 Unit Plan 27/8/2010 Through our entire history humans have exhibited the ability to alter the environment around them. From early man right up to current society the extent to which humans have impacted on the environment has been intrinsically linked with population growth and technological advancement. In the current social climate environmental issues relating to human impact such as global warming, habitat loss, introduced species, genetically modified foods, conservation, sustainable practices and green technology are emerging as important topics. As a result it has never been more critical for students to leave school with a well developed understanding of how they personally and society as a whole impact on the environment on both a local and global level.

This topic is extremely relevant to the Rosemount community and surrounding New Havertown area as it is not only surrounded by abundant natural resources both marine and terrestrial, there is also a strong dependence on primary production, mining and tourism. Tensions within the community exist between farmers and tourism operators due to growing concerns regarding the health of local water ways. The local environment is also facing pressure as a result of rapid population growth, resumption of land, introduced species and rising sea levels due to global warming. Students will engage in verbal, visual, written, diagrammatic (graphical, tabular), collaborative and experimental learning experiences to further develop their social, literacy and numeracy skills while constructing informed opinions with regard to issues surrounding humans impact on the environment

The content and learning experiences in this unit will allow students to:

Understand the importance of maintaining healthy environmental systems Understand the social biological implications of introduced species, disease and pollution genetically modified foods Understand the social factors contributing to human impact on the environment Become informed of the development and implementation of sustainable practices and green technologies Engage in discussion relating to social and biological issues contributing to human impact on the environment and the implications for them personally at a community

and global level.

Key Concepts General Objectives3. Organisms live an interdependent existence in environments to which they are adapted4. A variety of mechanisms result in continual change at all levels of the natural world5. There are processes which maintain dynamic equilibrium at all organisational levels

UB IB EBI AV

1-3 1-5 1-4 1-6

Key Ideas Assessment-1-

MDP461-Asigment 1 Unit Plan 27/8/2010 6. The set of systems comprising an organism enables it to function in its environment7 . All systems are interrelated and interdependent9 . Different types of multicellular organisms have different roles in an environment10. Malfunctioning in one system or part of a system may affect the whole organism12. Abiotic and biotic factors in an environment influence the size of populations and the composition of communities13. Energy and matter move within ecosystems14. Human actions have significant impacts on interactions within an environment15. Different organisms perform different interdependent roles in an ecosystem16. An organism has adaptations specific to its environment 19. Theories of evolution by natural selection can be used to explain speciation and changes in organisms through time20. The activity of organisms changes the environment21. Evidence shows that organisms and ecosystems change through time24. Genetic variation within a population determines it’s long-term survival 26. Human group organisms in a variety of ways to make sense of diversity and to aid comunication

Extended Experimental InvestigationInvestigation of the effect farming runoff on the health of local water ways.

A. As a class students develop and implement a scientific method of investigation

B. Produce an individual report discussing findings.

C. As a class present their finding to the local community.

Focus Topic Time Main Points Learning Experiences ResourcesIntroduction to Human Impact

0.5 lesson

Abiotic and Biotic factors in an environment influence the size of populations and the composition of communities (KI. 12)

Humans actions have significant impacts on interactions within an environment (KI.14)

The activities of organisms change the environment (KI.20)

As an introduction to the topic students are encouraged draw on their knowledge gained from previous experiences and units covered to express their understanding of “How Humans impact on the environment?”

- consider local examples - relate it back to the concepts and principle

covered in the previous unit

Through brainstorming in small groups and teacher lead class discussion students develop a mind map of the students ideas.(UB. 1-3, EBI.1, AV.2, AV.4)

Watch a video introducing some of the issues surrounding human impact.

Habitat loss Pollution Global Worming

Human Impact video (You tube) Large sheets of paperWhite board marker

Assessment

Discussion and brainstorming provides an opportunity for formatives assessment of student’s level of understanding of the concept

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MDP461-Asigment 1 Unit Plan 27/8/2010 of human impact and the ecological concepts covered in the previous unit, to allow for adjustment of future lessons to better cater for students levels of understanding.

Introduce Assessment task

0.5 lesson

What is expected of the students during the unit and learning outcome that need to be achieved.

Describe what will be covered in the unit and what is required of students for the

A copy of the assessment task for every student.

Land clearing2 lessons

The human population is rising at an exponential rate placing significant pressures on the natural resources of the planet (KI12).

The major reasons for land clearing are reclamation for urban development and agriculture(KI.14).

Land clearing is a significant source of habitat loss and places pressure on native flora and fauna through due to increased competition for resources (KI.14).

Habitat loss is the leading cause of extinction on the planet (KI.14).

Habitat fragmentation reduces genetic variation and population resilience.

Land clearing increases erosion and sediment loading on marine environments (KI.13)

Students will use the text book library, internet and journal articles in groups to investigate the major social and economic pressures as well as the biological implications of land clearing. (IB. 4, IB. 5, EBI.1, EBI.2, AV.2, )

Students develop their understanding of the need to use valid, authentic reliable and non-bias sources of information (EBI.3), while developing students literacy and numeracy skills.

Extended group discussion in regards to the biological implications of habitat land clearing forces students to draw on their understanding of topic such as reproduction, genetic variation, gene flow and resource requirements previous covered in previous units and apply them in a different contexts (UB1, UB2, UB.3, AV.3, AV.6)

Computer Lab / LibraryTextbook chapter 6 (page 117, Spenceley, 2006).Textbook chapter 26 (page 169-176, Lecornu & Diercks, 2002)

Additional textbooks, journal articles, and pamphlets will be and provided

HomeworkReview questions p 118Assessment

The research, extended group discussion and review questions provides an opportunity for formative assessment of students communication skills, understanding of ecological concepts covered in the previous unit and apply them to a range of situations and their ability to collaborate with pears

Water Quality 2 Primary producers/industry historically has An environmental scientists from the local department of Ph data logger

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MDP461-Asigment 1 Unit Plan 27/8/2010 lesson been significant sources of water pollution and

cause of habitat destruction having a significant effect on ecosystems.(KI.14)

Human practices have significantly altered the movement of nitrogen and phosphorous through ecosystems (KI.13)

Nitrogen-rich runoff leaches into rivers and lakes, causing algal and dinoflagellate blooms, fish kills, eutrophication, hypoxia, suffocation of reefs and groundwater contamination. (KI.12,KI.13,KI.14,KI.15,KI.20)

Abiotic factors (nutrients levels, sediment levels, pollution wind exposure, sunlight levels, flow rate and rain fall) and Biotic factors (flora and fauna population density) are intrinsically linked to water quality. (KI. 6, KI. 9, KI.12, KI.13, KI.14, KI.20)

Pollution of water ways have significant environment and social and economic implications (KI.14).

primary industries (DPI) Talks to students about: the impact primary producers have on the

environment the regulations placed on primary producers the methods used to monitor primary

producers impact (focusing on monitoring water quality).

the implications of polluting water ways for the local environment (EBI.1,)

Student test water quality parameters from a range of range of local water bodies in small groups and complete a work sheet to compare the health of each system based on these parameters. Developing their practical skills, literacy and numerousy. (IB.3, AV. 2)

Students participate in a group discussion to propose the possible factors contributing to the variation in water quality parameters between the water bodies (UB.1, UB.2, UB.3,IB.4,IB.5, AV. 6)

Dissolved oxygen data loggerthermometer Nitrate and nitrite test kitsMicroscopes Algae countersworksheetPosters/informative pamphletsPower Point presentationText book chapter 122-128

HomeworkReview questions p128

Assessment

The students understanding of the range of pollutants produced by industry, their effects on the environment, the regulations placed on primary producers and the methods used to monitor pollution can be formatively assessed through student’s answers to the work sheet and participation in group discussion.

Development of investigative practices (EEI)

1lessons

Assignment

Data Collection Field trip (EEI)

1/2 day Assignment

Biomagnification 1.5 lessons

Substances that do not biodegrade such as heavy metals can be taken up by plants and animals. As they can’t be broken down or excreted these substances accumulate in organisms.

The higher an organism is on a food chain the

Students are introduced to the term biomagnification and explore its implications for food webs and ecosystems through investigation of several case studies in groups.

Ciguatera DDT Mercury Lead

Textbook chapter 2 (38)

Student Activity manual 1.10 (44-46)

Bower point presentation

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MDP461-Asigment 1 Unit Plan 27/8/2010 and the older/bigger it is the more likely it is accumulate high levels of non-biodegrade able substances (KI.13).

Non-biodegradable chemicals can become concentrated in large predators and reach toxic levels having significant health implications (KI.10).

Non-biodegradable substances exist naturally but are also released into the environment by humans through the use of detergents, pesticides and other toxins.

Class discussion of their findings and a power point presentation ensures students develop an understanding of a range of situations in which biomagnification has impacted on ecosystems.(UB.1, UB.2, UB.3, EBI.1, AV.2, AV.4, AV.6) Completion of the biomagnification exercise in the student activities manual and review questions in the text book will require students to recall knowledge regarding food webs, trophic levels and pollution of water ways covered in the previous unit (UB.1, UB.2, EBI.1,EBI.2, AV.4, AV. 6).

Home work : determine a possible local sources of pollution that could result in biomagnification and the potential impact on environment.

Assessment

Students understanding of the effects of non-biodegradable substances on ecosystems and the social/economic implications can be formatively assessed using their answers to the worksheet, review questions and participation in group discussion.

Data collection Field trip (EEI)

½ day Assignment (EEI)

Introduced species

3 lesson

Exotic species can be introduced in a range of ways both intentionally and unintentionally

Exotic species can carry diseases and parasites that native animals are not resilient to (KI.14).

Exotic species populations can explode due to a lack of natural predators and compete with endemic species (KI.12, KI.15).

Exotic species can pray upon endemic species having significant impacts on their population size (KI.12, KI.15).

Exotic species can significantly alter the environment around them and have drastic implications for local industry (KI.20).

In small groups students investigate several introduced species case studies from the local area and China to determine the implications for the ecosystem they are introduced into.

Students are required to complete the Introduced Species Work Sheet to developing their understanding of the characteristics that contribute to an exotic species impact on ecosystems.

Students present their findings to the class and a teacher led discussion ensure all students develop an understanding of the method/reason for introduction, the implications of introducing exotic species for local ecosystems as well as industry and the methods being implemented to minimize their impact.(UB.1,EBI.1, EBI.2,AV.2,AV.4 ,AV.5, AV.6)

Case studies of each introduced specie

Introduced species work sheet

Power point presentation

Transects

Measuring tape

Native and Introduced species plant key (developed for the local area

Data collection tables

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MDP461-Asigment 1 Unit Plan 27/8/2010

The use of pesticides and herbicides can have a detrimental effect on the environment through species developing resilience and toxic implications for species native species(KI.13)

Biological control of pest species has proven very effect in some cases and disastrous in others (KI.20).

Students use the textbook to develop their understanding of the different pest controle methods and their advantages and disadvantages through completing the review questions (pages 122,123,125)

Students collect data using transects and tabulate results to investigating the incursion of noxious weeds on native vegetation and discuss the implications for native flora and fauna.(UB.1, UB.2, IB.1, IB.2, IB.3, IB.4, IB.5, AV.1, AV.2, AV.3,AV.5,AV.6)

These exercises will develop student’s literacy, numeracy, communication skills, ability to collect, organise, interpret, present primary data and use correct scientific terminology.(IB.3)

Text Book Chapter 6 (pages119-122)Assessment

Students understanding of the effects of introduced species on ecosystems and the social/economic implications can be formatively assessed using their answers to the worksheet, review questions and participation in group discussion.

Field secondary data collection

1/2 day Assignment (EEI)

Data Analysis

2 lessons

Assignment (EEI)

Altered Fire regimes

0.5lesson

A large number of Australian plant species require fire for germination of their seeds (KI.16)

Very frequent burning prevents some plants species from recovering and results in fire resistant species taking over (KI.16)

Long periods between fires results in higher fuel loads and hotter fires killing normally fire resistant species (KI.16, KI.12)

Mosaic burning practices traditionally implemented by indigenous Australians ensure animals have shelter and food sources while burnt areas recover (KI.14, KI.12)

Students develop an understanding of the change in fire regimes due to European settlement and the implications for native flora and fauna through a short presentation by the teacher, information in the text book, and participation in class discussion. Students will be required to draw on their understand of concepts covered in relation to population dynamics in the previous unit (IB.1,IB.3,EBI.1)

This topic will develop language, literacy and numerous skills

Power point presentation

Text book (page 24-26)

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MDP461-Asigment 1 Unit Plan 27/8/2010 Global WormingGreen House Effect

1 lesson

The major greenhouse gases and their composition of the atmosphere.

Greenhouse gasses play an important role in determining global climate.(KI.13)

Human activity such as burning of fossil fuels and deforestation is increasing the levels of greenhouse gases particularly CO2 in the atmosphere causing global worming (KI.15)

The ‘Greenhouse Effect’ video-clip will provide students with an understanding of what greenhouses are, the major sources of greenhouse gasses and their importance to global climate. Completion of the green house practical allows students to develop their practical skills. Students will observe and compare the absorption of thermal radiation by CO2

and water vapour, and the effect that greenhouse gasses create when they prevent the emission of radiation to space (UB.2, IB.2, IB.3, IB. 4, IB.5).Students will apply their understanding of the concepts covered to answer the review questions.(UB.1, UB. 2)

Green House Effect (Kusky, 2006)

The greenhouse effect practical, IES Manuel Blancafort (Nebot 2005)

glass jars with lidstemperature sensor beakers Watervinegar and sodium hydrogen carbonatespoonlight

Global Worming The inconvenient Truth

2 lessons

Human activity such as burning of fossil fuels and deforestation is increasing the levels of greenhouse gases particularly CO2 in the atmosphere causing global worming (KI.15)

Global warming is affecting:

Weather patterns and causing more regular and severe natural disasters.(KI.14)

Plant and animal population dynamics knocking ecosystems out of balance.(KI.6, KI.12)

Students watch the movie ‘An Incontinent Truth’ and complete a work sheet and participate in class discussion to developing their understanding of what global warming is, factors contributing to global warming, the evidence that global warming is increased by human activity, the environmental, social and economic implications of global warming and action that can be taken to combat global warming.(UB.1, UB.2, UB.3, EBI.1, EBI.3, EBI. 4, AV.1, AV.3, AV. 4, AV.5, AV.6) Students will develop a concept map of global warming based on all the concepts learned during this unit to illustrating the ranges social, economic and environmental implications that are all intrinsically linked. (UB.1,UB.2,UB.3)

An inconvenient Truth (documentary)

Work sheet

Home work Students are to think of three ways they can reduce their impact on the environment in their day to day lives.

Assessment

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MDP461-Asigment 1 Unit Plan 27/8/2010 Species extinction due to habitat loss.

(KI.14)

Ocean currents and water temperatures(KI.14

Acidification of marine environment destroying coral reefs and shelled organisms.(KI.14)

Melting ice caps/glaciers and raising sea levels.(KI.14)

Destroying farmers crops (KI.14)

There are a broad range of green technologies and practices being developed to combat climate change.

This exercise will develop students literacy, numeracy and communication skills

Students answers to the worksheet and development of a concept map provides an opportunity to formatively asses students comprehension of the concepts relating to climate change.

Report Righting 2 lessons

Assignment (EEI)

Conservation 1 lesson

Each organism plays a role in maintaining healthy and functioning ecosystems (KI.15).

Tropical reef and rainforests are the largest sources of pharmaceuticals on the planet.

Rainforest and other highly vegetated areas remove large quantities of CO2 from the atmosphere and are critical for combating global warming (KI.15, KI.20.).

Nature reserves, national parks and marine reserves protect critical ecosystems by regulating and minimizing human impact.

Zoos have captive breeding programs to preserve endangered species (KI.24).

Botanical gardens and seed stores are maintained to protect plant species (KI.24)

Students develop an understanding of the need for conservation of the planets organisms and the methods being implemented to maintain biodiversity, through a presentation from a member of the Australian Wilderness Society. (UB.1,EBI.1,AV.1,AV.4,AV.6).Students will need to draw on concepts covered previously in this and other units. Students also produce a human impact mind map and compare it with the one produced in the first lesson to illustrate the level of students understand of concepts and their connections covered in the unit.

Information relating to local and global conservation organisations and initiatives.

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MDP461-Asigment 1 Unit Plan 27/8/2010

Develop and present presentation

2lessons

Assignment

Development of the Human Impact on The Environment

Curriculum design

In the development of this work program the we used the systematic seven step Holland Process Model (HPM, Paulumbo-Holland, 1997) as the curriculum design model.Defining the learning outcomes and goals;Analysing the needs, knowledge and abilities of the students, the learning environment and materials required;Designing the instructional objectives and matching assessment to match required learning outcomes Developing the Learning events and required supporting materialsImplementing the instruction, focusing on deeper learning;Assessing students learning both formatively and summatively;Evaluating the learning and development process continually to allow for adjustment were needed

Using the HPM to structure our work plan design we started by defining the learning outcomes and goals using the key concepts and ideas outlined in the Biology syllabus, and divided them into 8 units to cover 8 terms, in a logical progression from the cellular level to ecosystems. While deterring the topics to be covered in these units and the context in which they would be approached we preformed a situational analysis to determine the internal and external expectations, social concerns and the resources available to teachers to maximise the educational value of the work program.

By arranging our individual units in a logical progression from the cellular level to ecosystems we were able to design our work plan to consist of units that clearly linked and progressively built on students understanding of biological concepts and theories. This in turn dictated the pedagogical techniques and assessment tasks that could be implemented in each unit. The first two units implement direct instruction and written task assessment to ensure students developed the practical skills and conceptual understanding to perform an EEI in latter units. This aided the development of our individual of our individual assessment task. Right the way through the process we constantly evaluated and modified our unit and work plan bouncing ideas of each other. However we were not able to address the implementation and assessment stage. But formative and summative assessments were included in all the unit plans.

PedagogyDuring the construction of this unit I tried to focus on Contextual and Inquiry based learning. Benneta et al. (2005) states that contextual based learning involves relating the learning experiences to the social and cultural environment in which the student, teacher and institution are situated. While enquiry based learning encourages students to come to come conclusions based on investigation (Germann et al, 1996). I am aware that students come into the class room

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MDP461-Asigment 1 Unit Plan 27/8/2010 with their own perception of the world around them so I tried to base activities around local examples and situations, in an effort to allow students to relate concepts back to what they experience in their day to day lives before expanding them out to more removed situations. I also tried incorporate task that required students to source their own information and develop their own opinions, or implement a scientific approaches to investigate local examples were ever possible. Hopefully this shines through in my unit plan.

I was aware of the diversity of backgrounds and learning styles within the class and incorporated a mixture of learning experiences such as hands on practicals, self directed investigation (with ICT’s, textbook and the library), chalk and talk, videos ,guest speakers and plenty of class discussion. The activities chosen also had the aim of promoting students literacy, numeracy and social/communication skills.

References Alam K., Rolfe J., Donaghy P. (2006) Economic And Social Impact Assessment of Water Quallity Improvement. Australasian Journal of Regional Studies, Vol. 12, No. 1, 2006 85

American Public Health Association, Inc. (1998) Standard Methods for the Examination of Water and Wastewater, 20th ed., American Public Health Association.

Bennetta J., Gradb C., Parchmann I., Waddingtona D. (2005) Context-based and Conventional Approaches to Teaching Chemistry: Comparing teachers’ views International Journal of Science Education Vol. 27, No. 13, 2005, pp. 1521-1547

Department of Primary Industries, Parks, Water and Environment, National Guidlines for Water Quality, retrieved 13th August 2010, http://www.dpiw.tas.gov.au/inter.nsf/WebPages/JMUY-52B3YX?open

Drewry J.J, Newham L. T. H., Green R. S. B., Jakeman A.J (2006) A review of nitrogen and phosphorus export to waterways:context for catchment modelling. Marine and Freshwater research, 58, 757–774

DWG (2010). Introduced species work sheet 8, dwg.org.au, retrieved 10th Augus 2010 from http://www.dwg.org.au/index.cfm?objectid=5C418022-65BF-EBC1-2D868EB15968C721 Backyard Biodiversity invasive species worksheethttp://www.csiro.au/resources/pfh8.html

Germann, P.J., Askins, S, & Auls, S.. (1996). Analysis of nine high school biology laboratory manuals: Promoting scientific inquiry Journal of Research in Science Teaching, 33 (n/a), 475-499.

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MDP461-Asigment 1 Unit Plan 27/8/2010 Goudie A., Viles H. A. (1997) The earth transformed: an introduction to human impacts on the environment, Wiley-Blackwell.Queensland Studies Authority (2004a). Biology – Work program requirements. Brisbain, Qld [pdf file]. Retrieved 17 July 2010 from http://www.qsa.qld.edu.au/10-12/1946.html

Human Impact on the World HD [streaming video recording] retrieved 13th August 201,0 http://www.youtube.com/watch?v=ldiPn0ngxK0

(Kusky A., 2006) Greenhouse Effect [streaming video recording] retrieved 12th August 2010http://www.youtube.com/watch?v=5zLuqSYF68E&NR=1(Anthony

Lecornu B., Dierck T., (2002) Biology Levels of Life, Second Edition, Sydney Briton Books Nebot. R, Green House Gases Practical, IES Manuel Blancafor, Spain, (2009). retrieved 20th August 010,http://www.carboeurope.org/education/CS_Materials/The_Greenhouse_Effect_JD.pdf Queensland Studies Authority (2004b). Biology Seniur Syllabus. Brisbain, Qld [pdf file]. Retrieved 17 July 2010 from http://www.qsa.qld.edu.au/10-12/1946.html

Sladevcek, V (1973) System of water quality from the biological point of view, Arch. Hydrobiol. Ergebn. Limnol , No. 7 , pp. 222.

Spencceley M. (2006) Heinemann Queensland Science Project –Biology A Contextual Approach. Melbourne Harcourt Education

Spencceley M. (2006) Heinemann Queensland Science Project –Biology A Contextual Approach- Student Acticity Manual. Melbourne Harcourt Education

Water Watch Victoria, The Community Monitoring Manual was published (1996), retrieved 13th August 2010, http://www.vic.waterwatch.org.au/education-resources/209/

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