Living World (Symbio Wildlife Park)

LW1 There are differences within and between groups of organisms; classification helps organise this diversity. (ACSSU111)

Students:

• Identify reasons for classifying living things
• Classify a variety of living things based on similarities and differences in structural features
• Use simple keys to identify a range of plants and animals
• Identify some examples of groups of micro-organisms
• Outline the structural features used to group living things, including plants, animals, fungi and bacteria
• Explain how the features of some Australian plants and animals are adaptations for survival and reproduction in their environment

LW2 Cells are the basic units of living things and have specialised structures and functions. (ACSSU149)

Students:

• Identify that living things are made of cells
• Outline the role of respiration in providing energy for the activities of cells
• Distinguish between unicellular and multicellular organisms

LW3 Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce. (ACSSU150)

Students:

• Identify the materials required by multicellular organisms for the processes of respiration and photosynthesis
• Explain that the systems in multicellular organisms work together to provide cell requirements, including gases, nutrients and water, and to remove cell wastes

LW4 Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world.(ACSHE119, ACSHE134)

Students:

• Research an example of how changes in scientific knowledge have contributed to finding a solution to a human health issue
• Recount how evidence from a scientific discovery has changed understanding and contributed to solving a real world problem, eg animal or plant disease, hygiene, food preservation, sewage treatment or biotechnology
• Describe, using examples, how developments in technology have contributed to finding solutions to a contemporary issue, eg organ transplantation, artificial joints/limbs, treatment for diabetes, asthma, kidney or heart disease

LW5 Science and technology contribute to finding solutions to conserving and managing sustainable ecosystems.

Students:

• Construct and interpret food chains and food webs, including examples from Australian ecosystems
• Describe interactions between organisms in food chains and food webs, including producers, consumers and decomposers (ACSSU112)
• Describe examples of beneficial and harmful effects that micro-organisms can have on living things and the environment
• Predict how human activities can affect interactions in food chains and food webs, including examples from Australian land or marine ecosystems(ACSSU112)
• Explain, using examples, how scientific evidence and/or technological developments contribute to developing solutions to manage the impact of natural events on Australian ecosystems
• Describe how scientific knowledge has influenced the development of practices in agriculture, eg animal husbandry

Additional content

Students:

• describe how people in occupations that involve the biological sciences use understanding and skills from across the disciplines of Science
• debate why society should support biological research
• classify, using a hierarchical system, a range of selected plants and animals to species level