Introduction
This website is your textbook for Year 9 Science (Ecology), Geography (Australia's Unique Features) and Mathematics (Similarity), English (Persuasive writing) and library skills (Notetaking, referencing). It was designed by Anish Carmyn and Milada Safarik for students at Auburn Girls' High School. There is much more material than you will need to teach/study this course, so have fun choosing the parts that are suitable for your learning style/your students. If you are not from Auburn Girls' High School and are using this website, we would welcome your feedback on the Ask a Librarian page. As we are still constructing the website, there are lots of unfinished sections. These are identified by pink instructions to the creators. Please let us know if you desperately need one of these activities.
In this unit, students will design a proposal for the native school garden, taking into account the abiotic features of the Auburn area and the ways their chosen flora and fauna will interact. The assessment task may be completed individually or in groups of 2-4, and each class will select two finalists to present their proposals to a panel of judges, completing for a $100 prize. The winner's proposal will become the basis for our new school garden.
In order to design a garden, students will need to understand how an ecosystem works. This involves:
In this unit, students will design a proposal for the native school garden, taking into account the abiotic features of the Auburn area and the ways their chosen flora and fauna will interact. The assessment task may be completed individually or in groups of 2-4, and each class will select two finalists to present their proposals to a panel of judges, completing for a $100 prize. The winner's proposal will become the basis for our new school garden.
In order to design a garden, students will need to understand how an ecosystem works. This involves:
- Physical (abiotic) features such as climate, soil and air quality
- Biological (biotic) features such as flora, fauna and the ways they interact (eg. food webs)
- Processes that support life (eg. photosynthesis and respiration)
- Processes that maintain a balance in the environment (eg. water cycle, carbon cycles, nitrogen cycle)
- Adaptations of flora and fauna to specific environments
- Traditional uses of flora and fauna (eg. Aboriginal bush tucker)
- Threats to the environment (eg. greenhouse effect, ozone depletion, pollution)
Targeted Outcomes
Focus Area
5.4 A student discusses evidence supporting different viewpoints.
Outcomes:
Knowledge and understanding:
5.10 A student assesses human impacts on the interaction of biotic and abiotic features of the environment.
5.11 A student analyses the impact of human resource use on the biosphere to evaluate methods of conserving, protecting and maintaining Earth’s resources.
Skills:
5.14 A student undertakes first-hand investigations independently with safety and competence.
5.18 A student selects and uses appropriate forms of communication to present information to an audience.
Values and attitudes:
5.27 A student acknowledges their responsibility to conserve, protect and maintain the environment for the future
Numeracy Focus:
WMS4.2 Analyses a mathematical or real-life situation, solving problems using technology where appropriate.
NS4.2 Compares, orders and calculates with integers
DS4.1 Constructs, reads and interprets graphs, tables, charts and statistical information
Literacy Focus:
Vocabulary/spelling
Scientific vs. persuasive writing (assessment task)
ADD GEOGRAPHY AND MATHS OUTCOMES
5.4 A student discusses evidence supporting different viewpoints.
Outcomes:
Knowledge and understanding:
5.10 A student assesses human impacts on the interaction of biotic and abiotic features of the environment.
5.11 A student analyses the impact of human resource use on the biosphere to evaluate methods of conserving, protecting and maintaining Earth’s resources.
Skills:
5.14 A student undertakes first-hand investigations independently with safety and competence.
5.18 A student selects and uses appropriate forms of communication to present information to an audience.
Values and attitudes:
5.27 A student acknowledges their responsibility to conserve, protect and maintain the environment for the future
Numeracy Focus:
WMS4.2 Analyses a mathematical or real-life situation, solving problems using technology where appropriate.
NS4.2 Compares, orders and calculates with integers
DS4.1 Constructs, reads and interprets graphs, tables, charts and statistical information
Literacy Focus:
Vocabulary/spelling
Scientific vs. persuasive writing (assessment task)
ADD GEOGRAPHY AND MATHS OUTCOMES