Tiered unit (Differentiated by Readiness)

Name and student number: Vanessa Joshua 2103485

Unit Overview
Curriculum Area
Science
Year level 8
Unit title
Living things!
Content Descriptor
Multicellular-organism contains systems of organs that carry out
specialised functions that enable them to survive and reproduce.
(ACSSU150)

Learner

Multiple students with NEPS

differences/disabilities

Indigenous students

in your class
Achievement standard

As a result of engaging with the unit, the students will

ACARA or SACE

analyse the relationship between structure and function at cell, organ

objective

and body system levels. They will use appropriate language and

(only put in the relevant

representations to communicate science ideas, methods and findings

part of the standard for

in a range of text types.

your Learning objective)

Learning objectives

Students will understand that

know, understand and do

Multicellular organisms are made up of various organ systems that
each carry out specialised functions and when working together
properly they allow organisms to survive and reproduce.

Students will know

The organs and overall function of a system of a multicellular

organism in supporting the life processes
The structure of each organ in a system and relate its function to the
overall function of the system
The specialised cells and tissues involved in structure and function of
particular organs

Students will be able to

Essential Questions

Compare reproductive systems of organisms

Distinguish between asexual and sexual reproduction
Compare similar systems in different organisms such as digestive
systems in herbivores and carnivores, respiratory systems in fish and
mammals

What is a system?

open ended - the Big

How do our various body systems interact?

Idea

Why is it important to look at the function of different cells and organ

Pre-Assessment

systems within the body?

The Preassessment task for lesson 7 will be a Label the digestive

Readiness Task

system diagram/worksheet (see attachment). This assessment will

attached as Appendices

help me to identify the students who have prior knowledge on the

digestive system and also those who dont. Using this mode of
formative assessment will allow me to differentiate students by their
identified readiness level in regards to the digestive system topic.
Identifying their readiness levels will allow me to tier students

Overview of unit

appropriately for the summative assessment task.

Preassessment task: quick think activity and discussion about the unit

Lesson 1, 2 & 3

why is it important? Relate back to real life applications

Lesson 4, 5 & 6

Start looking at specialised cells and tissues

How tissues make up organs that create organ systems
Types of systems the human body

Lesson 7, 8 & 9

Structure and function of the respiratory system include prac.

Digestive system Preassessment task (Appendix A)
Explain the structure and function of the major organs in the digestive
system and demonstration

Lesson 10, 11 & 12

Digestive system board game tiered activity (Appendices B, C and D)

Structure and function of the circulatory system
Unit revision

Curriculum Area
Learning objective
(from Unit Overview)
for this particular

Lesson Plan
Science
Year Level 8
Understand the structure and function of each major organ in
the digestive system
Compare similar systems in different organisms such as
digestive systems in herbivores and carnivores

lesson
Essential questions for

Why is the digestive system and important systems in our body?

this lesson
Lesson number

What is the role of the digestive system?

7/8 of 12
Length of lesson 2x90 doubles

Suggested content or
outline of lesson
Using the information

whole class:
o Preassessment task Label the digestive system (Appendix
A)
o Explanation/Powerpoint presentation of the digestive
system organs and their functions. (Including pictures).
o Include youtube - https://www.youtube.com/watch?

from your pre-assessment

Check for

v=fiRKW0W51Pg
Teacher demonstration of how the digestive system
students will help where possible.
2 Activity, introduce the tiers:
o Split students into tiered groups 3 and give students the
appropriate task sheets. (Appendices B, C and D)
o Explain to the class as a whole the task outline to create a
digestive system board game.
o Clarify/negotiate the time allocated for task with students
and answer any questions
o Students begin research and complete task in the lesson
time provided
3 Whole class debrief:
o Get all students to fill out a self-assessment sheet about the
pros and cons of their learning process within their group.
o Get groups to swap board games and play them as a class.
Get students to leave constructive feedback on the board
games they play.
o Whole class discussion and summary on the digestive
system topic.
o Comparison of human digestive system to that of other
animals.
o Exit cards - asking students the essential questions outlined
above for the lesson. Also asking them to write something
they have learnt and something they are still unsure about.
o May also ask students what they liked and disliked about
the topic to give feedback on the teaching processes.
Preassessment label the digestive system to see what students

understanding

already know.

i.e. exit card

Assessing the tiered readiness task to see if students have

task design a lesson

based on different levels
of readiness.

Readiness tasks to be
attached as appendices.

understood the content. (Appendix A)

Exit cards asking students the essential questions outlined for the
lesson. Also asking them to write something they have learnt and
something they are still unsure about this will allow me to see what
where students feel like they are in regards to reflections and give
Visual, verbal, tactile

students a chance to self reflect.

When explaining the structure and function of the major organs in the

and technological

digestive system I will show a PowerPoint slideshow while explaining

supports

the information so that students can take notes. Following that

method I will then give the class a visual and tactile demonstration of
how the human digestive system works as noted in the lesson outline

Instructional

above.
Teacher directed, visual and tactile demonstration, group/collaborative

approaches

work, student directed learning.

Resources or

Projector, equipment for demonstration, computer with Internet

supplementary

access, Index cards, Poster board or construction paper, Art supplies

materials
Classroom

(paints, markers, crayons), Dice, task sheets (See appendices)

I will create a safe environment within the classroom so that students

environment

will be able to complete the task in groups within the class.

Explanatory notes
As stated by the Australian Curriculum, all students are entitled to rigorous,
relevant and engaging learning programs drawn from the Science curriculum
(Australian Curriculum, 2015a). As teachers we are accountable to create
teaching and learning programs that build on students interests, strengths, goals
and learning needs, and address the cognitive, affective, physical, social and
aesthetic needs of all students (Australian Curriculum, 2015b) .
I have aimed to cater for all students different learning profiles by using multiple
teaching methods to teach the digestive system content knowledge. For example
this lesson uses technological and verbal strategies such as explaining to student
the digestive system using a PowerPoint slideshow. Furthermore, I have also
aimed to incorporate a more visual and tactile learning style by getting students
involved with a hands on demonstration of how the digestive system works.
When students are learning in their readiness levels, the focus for teachers it to
aim to push students just a bit beyond their particular comfort zones so that
student work is a little too hard. This knowledge about differentiation via
readiness levels, allowed me to plan a digestive system lesson that caters for
all students. First of all, I have designed a Preassessment task that will allow me
to quickly and efficiently identify students different levels of knowledge and
readiness specifically in regards to the digestive system topic (See Appendix A).
By conducting this task I will be able to cater for the varying levels of readiness
that I believe I will discover within the class.
According to Carol Tomlinson, teachers need to support all teachers in stretching
to achieve a next level of competency with important skills and ideas (Tomlinson,
2012). Therefore, in order to support all of my students, I have created a threetiered assessment task that aims to cater for unique readiness of all students in
the class. All students will be required to complete the same task, but they will
each use different learning processes to reach the final result.
Tier one has been given the same task as tier two, but they have been provided
with some extra scaffolding such as, giving resources and providing students with
the organ names to research (See Appendix B).
This will aim to guide the
students with lower readiness levels in the right directions for the inquiry based
learning activity, without leaving them feeling overwhelmed by the task.
Tier two is designed for students with average levels of readiness (See Appendix
C). It is the same task sheet that the tier one students will be given but without
the extra scaffolding. The task includes the activity outline and some general

guidelines for students to consider when completing the assessment task. I

believe that this task outline will be optimal for students who fit within this level
of readiness as it provide them with enough guidance to complete the task, but
also has many areas that allows students to collaboratively problem solve and
complete the task using inquiry based skills.
Tier three is very similar to the tier two task framework, with the activity outline
and the general guidelines stated. However, this tiered task has an extension
component that students placed in this tier will need to complete. The extension
task has been designed for students that have been identified with a high level of
readiness for the digestive system topic. It will provide the students with an
opportunity to utilise critical thinking and inquiry based learning approaches to
have a more in depth exploration of the topic.

References:
Australian Curriculum, Assessment and Reporting Authority. (2015a). the Australian
Curriculum - Science Student Diversity Overview. Retrieved March 19, 2015
Australian Curriculum, Assessment and Reporting Authority. (2015b). the Australian
Curriculum - Student Diversity Advice. Retrieved March 19, 2015
Tomlinson, Carol Ann. (2012). How to differentiate instruction in mixed-ability classrooms:
ASCD.

Challenge: Use the descriptions of the digestive organs to correctly label the
diagram above.

Anus - the opening at the end of the digestive system from which faeces (poo) leaves the body.
Oesophagus - the long tube between the mouth and the stomach.
Gall bladder - a small sac below the liver. It stores and releases bile into the small intestine.
Large intestine - the shorter wider tube that follows the small intestine.
Liver - a large organ, which makes bile that neutralises stomach acid.
Mouth - the first part of the digestive system, where food enters the body.
Pancreas a gland below the stomach, which makes lots of chemicals called enzymes that help
break down food.
Rectum - the lower part of the large intestine, where faeces (poo) is stored before it leaves the
body.
Small intestine - the long, thin winding tube that food goes through after it leaves the stomach.
Stomach - a sack-like, muscular organ that is attached to the oesophagus. When food enters the
stomach, it is churned with lots of acid.