reporting on medicinal science - an integrated approach unit plan

8/10/2019 Reporting on Medicinal Science - An Integrated Approach Unit Plan

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AEG 5138 Ryan Phelan and Shahnaz Mansouri

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Reporting on Medicinal Science: an integrated approach

Connections to AusVELS

This unit addresses the following aims of the science domain, ensuring that students develop

an interest in science as a means of expanding their curiosity and willingness to explore, ask

questions about and speculate on the changing world in which they livean ability to communicate scientific understanding and findings to a range of audiences, to justifyideas on the basis of evidence, and to evaluate and debate scientific arguments and claims

an understanding of historical and cultural contributions to science as well as contemporary scienceissues and activities and an understanding of the diversity of careers related to science

an ability to solve problems and make informed, evidence-based decisions about current and futureapplications of science while taking into account ethical and social implications of decisions

This unit addresses the following aims of the English domain, ensuring that students

understand how Standard Australian English works in its spoken and written forms and incombination with non-linguistic forms of communication to create meaning

learn to listen to, read, view, speak, write, create and reflect on increasingly complex andsophisticated spoken, written and multimodal texts across a growing range of contexts withaccuracy, fluency and purpose

understand how Standard Australian English works in its spoken and written forms and in

combination with non-linguistic forms of communication to create meaning

This unit addresses the following AusVELS cross-curriculum priorities:

Abori ginal and Torres Strait I slander histori es and cultur es;

AusVELS Science values Aboriginal and Torres Strait Islander histories and cultures.

It acknowledges that Aboriginal and Torres Strait Islander Peoples have longstandingscientific knowledge traditions.

Students will have opportunities to learn that Aboriginal and Torres Strait Islander Peopleshave developed knowledge about natural medicine (that introduce bush medicine).

They will investigate examples of Aboriginal and Torres Strait Islander science and the waystraditional knowledge and western scientific knowledge can be complementary.

Asia and Australias Engagement with Asia;

The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, beliefsystems and religions.

Interrelationships between humans and the diverse environments in Asia shape the region and haveglobal implications.

The peoples and countries of Asia have contributed and continue to contribute to world history andhuman endeavour.

In this learning area, students appreciate that the Asia region plays an important role in scientificresearch and development. These can include research and development in areas such as medicine,natural resource management, nanotechnologies, and management.


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Sustainability:

All life forms, including human life, are connected through ecosystems on which they depend fortheir wellbeing and survival.

World views that recognise the dependence of living things on healthy ecosystems, and value

diversity and social justice are essential for achieving sustainability.

World views are formed by experiences at personal, local, national and global levels, and are linkedto individual and community actions for sustainability.

AusVELS Science has three interrelated strands: Science Understanding, Science as a

Human Endeavour, Science Inquiry Skills.

1) A reference to AusVELS Year 7 science learning and understanding aims:

Chemical sciences

Mixtures, including solutions, contain a combination of pure substances that can be separated using arange of techniques (ACSSU113)

Elaborations

recognising the differences between pure substances and mixtures and identifying examplesof each

identifying the solvent and solute in solutions

investigating and using a range of physical separation techniques such as filtration,

decantation, evaporation, crystallisation, chromatography and distillation

exploring and comparing separation methods used in the home

2) A reference to AusVELS Year 10 science learning and understanding aims:

Chemical sciences

Different types of chemical reactions are used to produce a range of products and can occur atdifferent rates (ACSSU187)

Elaborations

investigating how chemistry can be used to produce a range of useful substancespharmaceuticals

predicting the products of different types of simple chemical reactions investigating the effect of a range of factors, such as temperature and catalysts, on the rate of

chemical reactions

3) A reference to AusVELS Year 10 Science as a Human Endeavour aims:

Nature and development of science

Advances in scientific understanding often rely on developments in technology and technologicaladvances are often linked to scientific discoveries (ACSHE192)


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Elaborations

researching examples of major international scientific projects

considering how information technology can be applied to different areas of science

Use and influence of science

People can use scientific knowledge to evaluate whether they should accept claims, explanations orpredictions (ACSHE194)Advances in science and emerging sciences and technologies can significantly affectpeoples lives,including generating new career opportunities (ACSHE195)

Elaborations

describing how science is used in the media to explain a natural event or justify peoples

actions

using knowledge of science to test claims made in advertising

predicting future applications of aspects of nanotechnology on peoples lives recognising that scientific developments in areas relative to medicine and health require

people working in a range of fields of science, engineering and technology

4) A reference to AusVELS Year 10 Science as an Inquiry Skills:

Planning and conducting

Plan, select and use appropriate investigation methods, including field work and laboratoryexperimentation, to collect reliable data; assess risk and address ethical issues associated with these

methods(ACSIS199)

Elaborations

combining research using primary and secondary sources with a student's own experimental

investigation

identifying the potential hazards of chemicals or biological materials used in experimentalinvestigations
http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACSIS199http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACSIS199http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACSIS199http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACSIS199


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Unit Outcome

Focused outcome:building on and expanding knowledge of cultures of medicine, both traditional and

modern techniques; the history and the current usage.

Activities to aid with learning:laboratory task, interview script writing, recorded peer-to-peer

interviews.

Formative Assessments:Prior learning discussion, post-learning questions and discussion, laboratory

report (to be refined and included in summative task), in-class writing examples, in-class video

recording examples.

Summative Assessment:Audio-visual report and portfolio.

Unit Authors

First and Last Names: Ryan Phelan and Shahnaz Mansouri

School Name: Victoria University

School City, State: Melbourne, Victoria

Unit Overview

Unit Plan Title: Reporting on Medicinal Science: An I ntegrated Approach

Curriculum-Framing Questions

Essential Question: What are the origins of medicine? Why do people of different cultures seek

out alternative solutions to their ailments? How can we explain and inform others of these

differences?

Unit Questions: What is medicine? What is traditional medicine? How have humans used old

medicine to improve modern medicine? How do we use traditional knowledge in our own life?

Content Questions: Can we combine modern and traditional medicine? Can we control some

diseases by using historical knowledge? Can we live a healthy life by using natural compounds?

Students Prior Knowledge

Students will have stories about what they have heard from friends and families, what they havepersonally experienced, or even what they have heard or read in the news or on the internet. Medicineand the healing arts are as old as civilization and form a fundamental part of the human story.


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Learning Environment

Our learning environment will stretch beyond the classroom, as we ask students to gather informationfrom their families, their peers, and the community at large. Our English-Science approach will blendcreative and procedural thinking, and student pairs and groups will come to rely on and learn fromeach others learning strengths and weaknesses to produce a final product, involving a familiarity with

ICT methods. Our integrated learning environment will be exploratory and culturally revealing.

Thinking Tools and Teaching and Learning Strategies

We approach this task with students working both individually and collaboratively. Students willinteract with and experience the subject matter as they pursue self-directed or pair-directed learninggoals with the teachers acting as coaches and facilitators. The students will take on the roles ofdocumentary film makers, interviewers, animators, script writers, and science-culture historians. They

will interact with technology, and be given instruction and varying opportunities to demonstrate theirunderstanding.

Accommodations for Diverse Needs

Students with special needs can be paired in groups of three for their project and allow the social peer-to-peer learning to help them grasp the concepts of the unit while still contributing positively to thefinal project. Concrete tasks and guidance from teacher-facilitators can lead to successful groupachievement. An oral presentation can substitute for a written summary.

Year/Dimension Level(s)

Our project is aimed at Year 10, but can be suitable at the Year 7 level if expectations of student detailare eased.


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Lesson sequence: Reporting on Medicinal Science: An I ntegrated Approach

Sessions Focus Learning Outcomes Activities Resources Used

and Homework

Week 1

1(50 min)

Introductionto the inquirytopic. Statelearningoutcomes for

the unit,highlightingEnglish andscienceaspects.

The studentswill start tothink about thekey inquirypromptand

developstudent-driven inquiryideas forspecificquestions they

want to addressin their projects.

Intro activity: Have studentswrite down a list of five or sixtypes of medicinal practices, togauge prior knowledge, listfindings on white board.

Teacher led discussion oftraditional and modernmedicine, highlightingrelevance to different cultures,including Asian and Indigenous

peoples. Include mentioningsustainability connections.

Organize students into projectgroups of two or three and letthem discuss project ideas.

Students must picka traditionalmedical practicethat they wish tofocus on for their

project. They haveto search on theinternet to find atleast four differentcultures that have

knowledge ontraditional medicine

for exampleChinese, aboriginal,etc.

2(50 min)

Basiclearning andbackground

This sessionstudents start toget main idea ontwo differenttypes ofmedicine.

In this lesson students are ableto introduce the differencebetween two types of medicine

They have to askparents, family andfriends about anypositive andnegative of usagetraditional medicineand bring example

to class in next

session.3(90 min)

Finalizationof project

focus, furtheremphasis onvalues.

Students willobserve the

value oftraditionalmedicine, whenused correctly.

Intro activity: Show a shortdocumentary on a traditional

practice. Then show a modernapproach to traditionalmedicine. Prompt groupdiscussion about studentopinion the perception oftraditional practice.Demonstration of ICT I-Padvideo and audio recorderapplications.

Construction of in-classvideo/audio recordings.

Group to havefinalized proposal

for their topic andorganised interviewtimes andresponsibilities.Resource: I-padaudio-visualrecordingtechnology, used tomaintain accuracy

of interviewreporting.


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Week 2

4(50 min)

Traditionalmethods

They will findfundamental learning forextraction andproduction of medicinebase on old methods.

Main Activity: Theywill learn the basicchemistry ofextraction techniquesin preparation for thelaboratory assessmentactivity next week.

Students will fieldquestions based onprior knowledge.

5(50 min)

Interpretingandexplainingscientificlanguage

Students will learn howscience articles arepresented for differentaudiences and howlanguage is used to

interpret specificinformation concisely

and factually.

Introductory Activity:Class is split in twoand given the famousnonsensepoem TheJabberwocky in class.

Each student gets adefinition for a single

nonsense word. Eachgroup must pool their

knowledge and thenexplain in terms theother group can

understand, what thepoem is actuallyabout. Differentdefinitions will resultin a different story.

Main Activity: Class

is given a worksheetwith several examples

of traditional andmodern medicinearticles/excerpts.Working in peer-to-peer editing groups,they must individuallyinterpret the scientificlanguage and explainit in written format.

Each group is tostart collectingresearch articles ontheir topic and startto draft at least 10

interview questionsfor review.

6

(90 min)

Industrial

methods

They will find

fundamental learning forextraction andproduction of medicine

base on new andindustrial methods.

They will learn

chemistry ofextraction techniquesin industry and will be

ready for lab nextweek.

They will assess

with some oralquestions base onalready information

during last sessions.


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Week 3

7(90 min)

Laboratory Students will learnpractical chemistryknowledge focused ontraditional medicinegathering.

Experiment on oil andcompound extractionfrom medicinal herbs

Design very simpleand cheapequipment forexperiments andwritten lab report

8(50 min)

InterviewDrafting and

VisualPlanning

Students will be expectedto have a prepared,

finalized interview sheetthat is to be used in theirvideo. Students will startto lay out their visualpresentation.

Introductory Activity:Students will hand in

interview drafts.Teacher will providefeedback.

Main Activity (ICT):

Students work withQuick Voice and

Windows MovieMaker programs,

understanding thetechnology,visualising andcreatingin classvideo, working onfinal project.

No homework.Students are

expected to becommencing withtheir final videoproject.Resource: Windows

Movie Maker,Quick Voice,

Audacityapplication on I-pad

device.

9(50 min)

Alternativeclassroom;

traditionalpracticeshowcase

Students can interactwith guest practitioners

and specialists who willeach have a stationdisplay. It is anopportunity for

additional interviews.

Main Activity:Students rotate

through differentstations, and mayrecord theirinteractions with the

presenters to use aspart of their video.

No homework.Students should

still be working ontheir final videoproject.Resource: School-

Communityconnection withmedical

practitioners.


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Week 4

10(90 min)

WritingWorkshop,focus onculture andsustainability.

Students will bereminded of linking theirprojects to broaderconcepts, such as thecross-curriculumpriorities or culturalacknowledgement andsustainability.

Introductory Activity:Video on widespreaduse and dependenceon traditionalmedicines. Video ofmodern hospitals andclinics being set up inrural areas.

Main activity:Students will be askedto write an in classreflective piece on thevideos they have seenas a formative

assessment, and so

that they remember tofocus on the culturalbackgrounds andsustainability themes

in their owndocumentaries.

Lab report due.Students notpresenting in thenext class will beassigned to lead adiscussion onanother groupspresentationtheyshould be preparedto ask questionsabout what cultural,historical, orsustainability-centred issues arebrought up by the

presentation.

Resource: Videoprojector.

11(50 min)

First Day ofPresentations

Students will be able topresent theirdocumentaries and field

questions about theirfindings from the rest of

the class and theteachers.

Main activity:Assigned groups willpresent their finished

narrated animationsand interview

documentaries withthe class.

Students who havejust presented willbe assigned to lead

a discussion onanother groups

presentation in thefinal classtheyshould be preparedto ask questionsabout what cultural,historical, orsustainability-centred issues arebrought up by thepresentation.

12(50 min)

Second Dayof

Presentations

Students will be able topresent their

documentaries and fieldquestions about their

findings from the rest ofthe class and theteachers.

Main activity:Assigned groups will

present their finishednarrated animations

and interviewdocumentaries withthe class.

End of UnitCollection of

portfolio work forsummative

assessment.


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Year 10 Reporting on Medicinal Science Assessment Task

Video presentation due on final two class days.

In groups of three, students will need to research an inquiry question about a traditional medical

practice of either Indigenous or Asian origins and compare and contrast this practice with modernmedicine technique.

Student groups will, using the Quick Voice app, conduct an interview with a person from the

community that has a relevant anecdotal experience with the health issue being researched.

Students will produce a video 5-10 minute documentary with Windows Movie Maker that uses

interview recordings, references to research data and creative film making to present the group

conclusions about their inquiry.

The presentation must include the following:

An oral presentation to introduce the video, outlining the inquiry question studied.

Clear identification and correct use of scientific language.

Accurate use of research data and reference to authentic sources

Strong use of language to convey a contention about your findings

Documentary broken into natural parts that flow well from topic to topic.

Appropriate display of audio and visual editing to make the movie appear smooth.


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Rubric for Year 10 Medicinal Science Documentary

Criteria Well above

Standard

Above

Standard

Standard Below

Standard

Well Below

Standard

Structure

How well isthe

documentary

put together?

Excellent

organisationused in the

documentary,

with a logical

flow of

presented ideas

and impactful

visuals.

Clear use of

organisationin the

documentary

, logical flow

of presented

ideas and

useful visuals.

Sufficient use

of organisationin the

documentary,

logical flow of

presented

ideas and

visuals.

Some use of

organisationin the

documentary

, flow of

presented

ideas and

visuals

somewhat

difficult to

follow.

Sparse use of

organisationin the

analysis, little

logical flow of

presented

ideas and

visuals.

Identification

of KeyInformation

Has the

information

been defined

clearly and

presented

succinctly?

Comprehensivel

y identified andcorrectly

defined

terminology

necessary for

appropriate

analysis.

Clearly

identified andcorrectly

defined

terminology

necessary for

appropriate

analysis.

Simply


defined

terminology

necessary for

appropriate

analysis.

Some


defined

terminology

necessary for

appropriate

analysis.

Little


defined

terminology

necessary for

appropriate

analysis.

Demonstratio

n of

knowledge

does thedocumentary

acknowledge

scientific

inquiry and

research from

authentic

sources?

High quality

presentation of

scientific

concepts,comprehensive

and accurate

analysis of

research and

experimental

processes

comes across.

Interesting

presentation

shows a good

understanding of scientific

concepts,

with

consideration

of research

and

experimental

processes.

Presentation

shows

sufficient

understandingof scientific

concepts and

acknowledges

research and

experimental

processes.

Simplistic

presentation

shows limited

understanding of scientific

concepts. Tie-

ins from

research and

experiments

are basic.

Limited

presentation

does not

display andunderstandin

g of scientific

concepts and

little to no

reference

was made to

research or

experimental

process.

Language

QualityHasthe

documentary

been

composed

and narrated

well?

Expressive,

fluent andcoherent

narration used

to express

issues and

multiple

viewpoints.

Very strong

consideration to

phrasing,

vocabulary, and

overallpresentation.

Clear

expressionand fluency

in presenting

issues. Good

use of

phrasing

vocabulary

and

presentation

skills.

Sufficient

expression ofissues. Phrasing

and

presentation

are

understandabl

e, with some

vocabulary use

of extended

vocabulary.

Simplistic

expression ofissues. Some

noticeable

errors in

phrasing,

vocabulary,

or

presentation.

Ideas not

expressedsufficiently to

demonstrate

understandin

g of issues.

Many

distractions

in terms of

phrasing,

vocabulary,

and

presentationerrors.


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Lesson Plan 1 (Ryan Phelan): Finalisation of project focus, ICT introduction

Learning Aims: Introduce ICT applications and programs that students will use to create a

multimodal text documentary. Emphasise intercultural understanding and an appreciation for the

history that has built up traditional medicine. Students will create an action plan that will organise

their approach towards their final presentation, utilising examples that they have brought from theirpreliminary inquiry.

Background: The students have been introduced and spent time brainstorming on a group inquiry

topic into a comparison of modern and traditional medicine. They know that the goal will be to

present a visual and auditory documentary video that will feature interviews with persons other

than themselves that will be relevant in explaining a comparison of modern and traditional

medicines. They will need to be organised and given time to familiarise themselves with the ICT

programs.

Introductory Activity (15 min): Videos about bush medicine, designed to engage students into

thinking about intercultural understanding and bridging the gaps between what is acceptedmodern medicine and traditional techniques.

Engagement: Introduction of the videos to be watched, stoke readiness for learning and establish

that students should be considering their preconceived notions of bush medicine and what they

think the current view of bush medicine is. The first video is of an indigenous man seeking bush

medicine for his daughters cough. The second video is a news report of modern researchers finding

positive signs of explainable medicinal properties in bush medicines. The visuals are a good way to

set the tone for the lesson, settle the class down, and promote reactions and discussions in the class.

https://www.youtube.com/watch?v=udFaXh4j9Uc

https://www.youtube.com/watch?v=vzn7mppnRKw

Exploration: Class discussion on the videos follows, prompting inquiry questions that students will

have for their own proposed projects based on what stories they have heard about traditional

medicine use or injuries that were healed with modern techniques but that could have been treated

with alternative methods. The visual appeal to modern expertise in agreement with traditional

technique should downplay pre-conceived negative stereotypes, opening students to the awareness

of the need for scientific and communicative inquiry.

Explanation (5 min): The students should also consider the structure of these short videos, as they

can be held up as models for what is possible and capable for a documentary presentation. The

teacher can segue the lesson by explicitly analysing the video, breaking it down into its componentaudio, visual, and static image parts, and letting the students know that there are simple programs

on a computer that will allow for such a video to be made. Some students may know a lot about this

subject already, and if any students have experience tinkering and making videos, this portion of the

lesson would be a great opportunity to let them speak up a bit and get a discussion going.

Main Activity (15 min): Introduction to Quick Voice audio recorder app and Audacity audio file

converter. Mentioning of Windows Movie Maker which will be used in a later class to edit visual and

audio recordings into a movie.

Explanation: Introduce students to the Quick Voice interface, which is extremely simple and

intuitive. Demonstrate the process of starting and stopping a recording, playback function, and howto send the file from the phone or tablet device to a computer. Introduce audio file converter
https://www.youtube.com/watch?v=udFaXh4j9Uchttps://www.youtube.com/watch?v=udFaXh4j9Uchttps://www.youtube.com/watch?v=vzn7mppnRKwhttps://www.youtube.com/watch?v=vzn7mppnRKwhttps://www.youtube.com/watch?v=vzn7mppnRKwhttps://www.youtube.com/watch?v=udFaXh4j9Uc


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programs, with Audacity being the sample used in this session to convert .caf files into .wav files. For

visual recording, the i-pad camera program can record visual and send files to a computer as .mov

files.

Main Activity(50 min): Students interact with ICT programs and practice collaboratively, elaborating

on prior knowledge and beginning to tie it into the concept of presentation. Students encouraged toself-assess one another.

Elaboration: Students interview one another on stories they have brought into class. This is to be

completed in documentary groups, with students taking turns making brief (3-4 minute) recordings.

Each student takes on the role of interviewer, interviewee, and director (person handling the video

recording device and/or in charge of audio recording. Students will rotate roles so that each get a

turn. Teacher will move around during the class activity, observing progress and making suggestions

on how students should ask open ended questions and facilitate a clearer or more informative story.

Students will save the recordings onto the computer hard drive or to their USB sticks, after having

converted the files into .wav or .wmv files. Students will keep these stories on hand and be able to

use them as practice material in later classes.

Evaluation: Copies of files saved onto the computers can be accessed by the teacher to observe

individual understanding and to identify areas which may need specific attention. The nature of the

group task and the assumption of roles lends naturally to peer review and self-assessment. Students

can pick up on when something is not clear or does not work well. They can advise each other on

areas in which they might improve. If this self assessment is not happening, the roving teacher can

step in to prompt deeper critical thinking.


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Quick Voice Application Interface

The Quick Voice app turns the phone into an audio recorder, able to take small or long

recordings and send them via email to the computer as a .caf file. This type of file is not compatible

with Windows Movie Maker, but it can be converted into a suitable .wav file through the use of the

Audacity program. What follows is a breakdown of the simple to use Quick Voice interface.

Record: Press to begin a new recording. The red button will be replaced with a Stop button, which

you press when you are finished recording.

Play: After tapping on the file you wish to have played back, press this button to listen to the

recording.

Speaker: Press this button to activate the speaker function on your phone or tablet device. The

sound will be more audible in this setting (recommended).

Delete: Tap on the file you wish to delete and then press this button. Press okay on the ensuing

prompt to confirm deletion of the file.

Settings: This opens up a short menu where you can toggle a rotated interface and level meter, and

you can adjust the sound recording quality from low, medium and high, which will alter the file size

of the recording.

Send: When you wish to send a .caf file from the device, press this and enter an email destination.

The app will automatically attach your audio file to an email.

Title: After tapping on the file you wish to rename, press this button to save the file with an

appropriate descriptor.


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Lesson Plan 2 (Ryan Phelan): Interpreting and Explaining Scientific Language

Learning Aims: This lesson begins with an odd but engaging warm up activity to familiarise students

with deciphering meaning from context, working collaboratively and creatively to create a

meaningful text. It will stress the need to be open to foreign concepts and to be able to translate

unknown language into familiar, easy to understand speech. Primed with this activity, students willread and understand articles about traditional, cultural methods of medicinal treatment. They will

then practice writing this information and self-evaluate as they participate in an oral formative

assessment.

Class Setting: This class introductory activity will begin outdoors, preferably in a semi wooded area,

or with a lot of natural surroundings for visual learners to draw upon as they are engaging in a

creative activity. The nature of the schools policies and ICT capabilities will determine if the class

should return to a computer lab for the completion of the main activity, otherwise the lesson can be

run in the outdoors to engage students and stimulate creativity in an alternative setting.

Background: Students are in the second week of the four week integrated unit. They will alreadyhave divided up into documentary research groups and have brainstormed an inquiry question. In

their previous class they will have explored some examples of traditional methods that may have

been unfamiliar to them.

Introductory Activity (20 min): Analysis of Lewis Carrolls Jabberwocky non-sense poem in order

to develop contextual reading, collaboration, and writing interpretive language. Class will be handed

out a copy of the poem and a definition sheet. Class will form into large groups, either in half or in

thirds, depending on class size. Each member of the group will be responsible for interpreting one or

two nonsense words/phrases.

Engagement: Begin the class with an apparently light-hearted and off topic question about studentsfamiliarity with the story Alice in Wonderland and pursue this by asking what, if anything they know

about the Jabberwocky, and find out about prior knowledge and interpretations. Introduce the

poem and its significance and offer for a volunteer to read aloud the poem in a dramatic voice. Due

to its nature, the meaning of the poem is subjective, but today, the students are going to become

experts about a specific aspect of the poem. Letting them know this should get their minds going

and engage with the activity, as there will be some who can see this as an opportunity to be creative.

Exploration: The caveat is that students must justify their choice based on the context of the poem.

They should feel free to consult with one another about what ideas and definitions others in their

group are pursuing if it is relevant to their own interpretations. They are to write down their

definition, and then rewrite the portion of the poem in their own (real) words. They should not feel

compelled to worry about rhyme or meter, just a clarified meaning for an assumed first time reader.

One student, either selected because of teacher trust in their capability or a volunteer, will compile

the lines of the poem, copying the groups work into a single text, which they will read aloud to the

class.

Explanation (5 min): The teacher uses explicit teaching to transition the class from the introductory

language activity and tie the focus of the lesson back to the overall unit plan. The teacher

summarises the skills and strategies that the students used in the introductory task, namely the

literacy substrands of AusVELS English:

interaction with others to recognise language patterns to express ideas and key concepts

placing text in context of different cultural and historical periods


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interpretation and analysis of language through application of contextual and semantic

knowledge.

The students were dealing with unknown language, relying on context to make decisions about what

the individual meaning was to create a final, cohesive message that could be understood. The point

is to consult with experts and do research about individual parts of the whole story, so that whenthe individual documentary groups conduct their interviews and are creating their narrations, they

have in mind that the information that they are going to interpret, clarify, and present will also

present a cohesive picture of the inquiry question that they are pursuing.

Main Activity (25 min): Reading and interpreting various articles and sources on traditional

practices, using Chinese acupuncture, Indigenous Australian bush medicines, and Indonesian Jamu

practice as examples. A printout of the three articles will be given, or, if the classroom has individual

access to the internet, digital copies or links to the online articles will do.

Links: Acupuncture -http://www.medicalnewstoday.com/articles/156488.php

Bush medicine -http://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-bush-medicines/

Jamu practices -http://content.time.com/time/world/article/0,8599,2107489,00.html

Elaboration: Students are to break into their documentary groups (size of three) and each group

member will read the article, and then write a brief summary paragraph. They will then teach their

findings and impressions to their group members. This exercise takes the purely linguistic elements

of the introductory exercise and expands it, allowing students to elaborate upon the developing skill

of relating unfamiliar topics in an informative format to an audience.

Evaluation: Peer evaluation will occur at a formative, social level, as the teaching by the expert

student reader will be exposed by group members if they fail to comprehend the information.Feedback and language interchange at a group level will inform upon an individual students ability

to digest and deliver key information.

Differentiation for students of differing skill levels: In the introductory activity, due to group size

and encouragement of peer conferral, it is expected that students will come to one anothers aid.

The subjectivity of the poems meaning will lead to a lack of fear about providing a wrong answer, as

in this case there is none, so long as the individual can justify based on others answers. A facilitating

teacher can ask if anyone is having difficulty thinking up the right vocabulary. On the other hand,

advanced students can be given the position of compiling and reading the full piece to the class,

acting as a sort of team captain.

In the main activity, with smaller groups, teacher facilitation and peer aid for particularwords is again expected to come into play. The articles are meant to be models for the documentary

groups to build their own research and language presentation styles upon, so through trying to

explain what they have read, and receiving questions about it from their peers, an EAL or behind

standard student will have people to focus them on the important pieces of information. In this

situation, advanced students would be expected to act as peer mentors to other members in their

group. Documentary groups, when formed, should be done so with the intent of having a spectrum

of student skill levels in each group.

Homework: In documentary groups, students shall find three separate articles relating to their

inquiry topic. They are to bring these to the next class to get them approved by the teacher. They

will need three approved articles for next weeks interview drafting and planning class.
http://www.medicalnewstoday.com/articles/156488.phphttp://www.medicalnewstoday.com/articles/156488.phphttp://www.medicalnewstoday.com/articles/156488.phphttp://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-bush-medicines/http://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-bush-medicines/http://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-bush-medicines/http://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-bush-medicines/http://content.time.com/time/world/article/0,8599,2107489,00.htmlhttp://content.time.com/time/world/article/0,8599,2107489,00.htmlhttp://content.time.com/time/world/article/0,8599,2107489,00.htmlhttp://content.time.com/time/world/article/0,8599,2107489,00.htmlhttp://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-bush-medicines/http://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-bush-medicines/http://www.medicalnewstoday.com/articles/156488.php


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Lewis Carroll (1832-1898)

fromThrough the Looking Glass

Jabberwocky

'Twas brillig, and the slithy toves

Did gyre and gimble in the wabe:

All mimsy were the borogoves,And the mome raths outgrabe.

"Beware the Jabberwock, my son!

The jaws that bite, the claws that catch!Beware the Jubjub bird, and shun

The frumious Bandersnatch!"

He took his vorpal sword in hand:

Long time the manxome foe he soughtSo rested he by the Tumtum tree,

And stood awhile in thought.

And, as in uffish thought he stood,

The Jabberwock, with eyes of flame,Came wiffling through the tulgey wood,

And burbled as it came!

One, two! One, two! And through and throughThe vorpal blade went snicker-snack!

He left it dead, and with its head

He went galumphing back.

"And hast thou slain the Jabberwock?

Come to my arms, my beamish boy!O frabjous day! Callooh! Callay!"

He chortled in his joy.

'Twas brillig, and the slithy tovesDid gyre and gimble in the wabe:

All mimsy were the borogoves,And the mome raths outgrabe.


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Definitions for Jabberwocky Poem

Directions: Working in groups, each of you will be responsible for defining one or several words. You

must re-write the line where your words were present, using alternative, real words as synonyms.

You may use multiple words or phrases to describe one replaced nonsense word, the goal is to make

sense of the story in everyday language. If something is a made up creature, describe it. Your group

will then put the rewritten lines together to make a new story of the Jabberwock. One member of

the group will present the text you create orally.

Brillig:

Slithy toves:

Gyre and gimble:

Wabe:

Mimsy borogoves:

Mome raths outgrabe:

Jabberwock:

Jubjub bird:

Frumious Bandersnatch:

Vorpal:

Manxome:

Tumtum tree:

Uffish:

Wiffling:

Tulgey wood:

Burbled:

Galumphing:

Beamish:

Frabjous:


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Two lesson plans due 31.10.2013

Topic; Medicinal Science: an integrated approach

Subject; Multimodal scienceand English language

Name: Shahnaz Mansouri

In this unit, try to make positive and friendly environment in the classroom. Students will be

guided to be involved and engaged in class and group activities. The main aim of this shared

class is to meet the need of all students with different intelligences. Also, will be able to

demonstrate for them Multimodal Learning of mixing different sciences areas and English

language. It has possibility to open some future careers for students by different view and

make interesting concepts. This can be important because they have to choose subjects next

year for VCE to apply through university.

1) Making the unit concepts meaningful and applicable

2)

Starting with some simple examples and videos to understand background of unit

3)

Starting with an interesting history relevant to students culture

4)

Using some ICT to have more activation and attraction in class, YouTube, Gami,

blogger, Wordle

5)

Engaging and involving the students with relevant activities which cover multiple

intelligences

Lessons help students to motivate and interest in concepts by using engagement curriculum

and try to involve in different activities during sessions.

The class is a typical year 10 class with 24 students. Having different activities in the class

can make them active and happy. For different activities have 6 groups and each group 4

students. To catch batter results and team working, try to have each team with different

capacity (mixing boys and girls; top, medium, poor marks base on English and science from

last year; different cultures).

By overall explanation on this unit, first it will be started to introduction and overview of

collaboration for two subjects. English as a main concept will be improved students ability in

writing (report), listening and speaking (interview and recording) and also reading (familiarwith new vocabulary area). Science as a main knowledge will be evaluated students

understanding Chemical sciences (ACSSU187), Nature and development of science

(ACSHE192), Use and influence of science (ACSHE194). Lessons are arranged for giving

enough basic knowledge in traditional and modern and also integrative medicine and then

asked them to discover more on realities.

Table in unit draft is roughly discussed 12 sessions in four weeks. Two lesson plans will be

explained in following pages.


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Lesson plan 1 (Session 4, week 2, 50 min):

Title; Traditional medicine

Lesson Plan 2 (Session 7, week 3, 90 min):

Title; Laboratory (Experiments)

References:

Bell IR, Caspi O, Schwartz GE, et al. (January 2002). "Integrative medicine and systemic

outcomes research: issues in the emergence of a new model for primary health care". Arch.

Intern. Med. 162 (2): 13340. doi:10.1001/archinte.162.2.133.

Consortium of Academic Health Centers for Integrative Medicine. Retrieved August 18,

2013.http://www.imconsortium.org/about/home.html

"Essential oil". Oxford English Dictionary (online, American English ed.). Retrieved 2014-

07-21.

Ricked, G., Phillips, G., Johnstone, K., Roberson, P., 2006, Microbes, Unit 5.4, Science

Dimensions 2 Coursebook, Pearson, Longman, Australiap 150-162

Ricked, G., Phillips, G., Ellis, J., Johnstone, K., Jeffery, F., Jeans, P., Roberson, P., 2006,

Acids and Base, Unit 2.4, Science Dimensions 3 Essential learning, Pearson, Education

Australia, Australia, p 150-162

Rickard, Gregg Et Al, 2011, Chapter 5, Precipitation, Chemical reaction, Pearson science 10 ,

Australia, p150-153, 160

Snyderman R, Weil AT (February 2002). "Integrative medicine: bringing medicine back to

its roots". Arch. Intern. Med. 162 (4): 3957. doi:10.1001/archinte.162.4.395.

"Traditional Medicine: Definitions". World Health Organization. 2008-12-01. Retrieved

2014-04-20.

http://en.wikipedia.org/wiki/Bush_medicine

http://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-

bush-medicines/

http://en.wikipedia.org/wiki/Pectin

http://en.wikipedia.org/wiki/Traditional_medicine
http://www.imconsortium.org/about/home.htmlhttp://www.imconsortium.org/about/home.htmlhttp://www.imconsortium.org/about/home.htmlhttp://en.wikipedia.org/wiki/Bush_medicinehttp://en.wikipedia.org/wiki/Bush_medicinehttp://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-bush-medicines/http://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-bush-medicines/http://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-bush-medicines/http://en.wikipedia.org/wiki/Pectinhttp://en.wikipedia.org/wiki/Pectinhttp://en.wikipedia.org/wiki/Traditional_medicinehttp://en.wikipedia.org/wiki/Traditional_medicinehttp://en.wikipedia.org/wiki/Traditional_medicinehttp://en.wikipedia.org/wiki/Traditional_medicinehttp://en.wikipedia.org/wiki/Pectinhttp://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-bush-medicines/http://www.australiangeographic.com.au/topics/history-culture/2011/02/top-10-aboriginal-bush-medicines/http://en.wikipedia.org/wiki/Bush_medicinehttp://en.wikipedia.org/wiki/Bush_medicinehttp://www.imconsortium.org/about/home.html


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Lesson Plan 1

Name: Shahnaz Mansouri Supervisor; Ms. LizWhite

Subject; Multimodal science and English language Topic; Medicinal Science: an integrated approach

Grade; 10 Duration; 50 min

Learning focus; Traditional medicine Class size; 24 students

Learning Objectives

Student will be able to:

As a part of medicinal science (integrative medicine), this lesson start to talk about botanical

medicine (indigenous or folk medicine)

Definition of traditional medicine

Traditional medicine from different cultures and countries

Base on culture varieties in class have more concentration on that culture

Main on Bush medicine that is Australian Aboriginal people's traditional medicinal practices to

make students more familiar with Australian nature

Explain some technologies to understand botanical medicine production

Essential oil definition and extraction to be ready for next session (lab work)

Pectin and fibre definition

Prior KnowledgeStudents need to have base knowledge on main nutrition (protein, carbohydrate, fat, vitamins, minerals)

Misconception

Students need to be aware, not use herbal medicine without medical consultant

Inform them these knowledge can give them how is connection between traditional and modern medicine

may for future career

Materials

Internet access

Computer

Mobile

Power point

Stage Student Action /Task Teacher Action/ Task Method & Material Time

Introduction

Evaluate

Attention & Answerquestions

Introduction on medicinalscience and explain goal of this

session

Q &A to rememberprevious lessons

3 min

Explain &Explore &

Engage

Be involve indiscussion

Students find more

examples ofIntegrative medicine

Explain on integrative medicine(comes from previous sessions)

Encourage students to involve

and talk about own experience

Bring someexamples

Q & A

5min

Explore &

Engage

Be involve in

definitions and bringexamples

Botanical medicines Supplements

Acupuncture

Mind-body medicine

YouTube

Pictures

7min

Explain &Engage

Listen & attention

Explain concepts oftraditional medicine

WHO definition

Different cultures

Alternative medicine

Bush medicine

PicturesYou tube

12min

Engage &Elaborate

Answer questions withown, family or relativeexperience

Why bush medicine is

very important for

Australian?

Essential oil

Pectin precipitation

Pictures of bushmedicine and findconnection with local

diseases

8min

Evaluate Team work (each

group 8 members)

Ask them to bring examples of

their culture

Butchery Paper

Marker

5min

Assessment Short talk each group Ask them to talk in 3min Notes on ButcheryPaper

10min


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Slides for Lesson Plan 1


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Lesson Plan 2

Name: Shahnaz Mansouri Supervisor; Ms. LizWhite

Subject; Multimodal science and English language Topic; Medicinal Science: an integrated approach

Grade; 10 Duration; 90 min

Learning focus; Laboratory (Practical experiments) Class size; 24 students

Learning Objectives

Students Learn three different technologies (Natural medicine & Supplementary):

Steam distillation (Essential oil extraction)

Make Probiotic product (Yogurt) (milk culture) (Naturally Bacteria culture)

Pectin separation (Leaching, Filtration, Precipitation, Drying)

Prior Knowledge

Students need to have base knowledge on main essential oil, oil, extraction, bacteria, probiotic, prebiotic,pectin, gelatine, acid, ethanol, precipitation, solubility

Students need to know own group, Read manual before, Answer preliminary & asses questions,

look at the Power point for this session before, Discuss with team members before

Misconception Students need to be aware, not use herbal medicine without medical consultant

Inform them these knowledge can give them how is connection between traditional and modernmedicine may for future career

Also students need to aware work safety in lab, need to do lab induction before

Lab coat, safety glass and covered shoes compulsory

Materials

Lab1; Mini set of oil extraction or manual set up, Heater (safe work),Mint or orange or lime peels or one

flower (0.5-1 kilogram) (sample)Lab2; Manual set up of dishes, Heater (safe work) or oven, Starter (bacteria;Lactobacillusand

Streptococcus), Milk (full cream, low fat or skim milk) (1-2 kilograms) (sample)

Lab3; Manual set up equipment, Heater (safe work), Orange or lime peels or apple pulp (1-2 kilogram)(sample), Vinegar, Absolute ethanol, Filter paper and cloth

Stage Student Action /Task Teacher Action/ Task Method &

Material

Time

Introduction

(before

session)Engage &

Evaluate

1)Read manual

2)Answer preliminary

& asses questions3)look at the Power

point 4)Discuss withteam members

-Set up equipment for 3

experiments two repeat (3 Set*2= 6

groups *4 members)-Sample & materials preparation

(may students help)-Prepare diluted acid

Lab work

Power point

YouTubeAnimation

out

Explain &

Explore &

Evaluate

Be involve in

preparation and

answer question

Explain on three lab works shortly

and ask some questions to make

sure everybody ready forexperiments

Power point

Equipment &

Material inmanual

5min

Explore Do experiments inteam work

Attention& take care & control &problem solving & help

Practical work 55min

Engage Cleaning & Wash Support Water & tissue 5min

Evaluate &

Elaborate

Answer questions

(should ready before)

Problem solving Paper 5min

Evaluate &

Elaborate

Team work (each

group 4 members)

Short talk each group

Ask them to present own

experiment, talk in 3min

Equipment &

Material in

manual

20min

Assessment Writing scientificreport

Edit science knowledge Report Afterlab


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Manual

Lab1; Essential oil extraction

Introduction:

In this lab, students learn to how they can extract essential oil from plants. This plant can be

possible flowers (Lavender), herbs (Mint) or fruits (orange peel). In previous lesson was

explained for them what is essential oil and what is different between oil and essential oil.

To make sure they have already understood definitions, put some preliminary questions in

web site one week before and ask them to put comment on that.

Objective:

This lesson is designed for high school students, grade 10 (possibility to rewrite for grade 7

or 11 with lower or higher concepts. The main objective of this lab is explained:

1) What is different between essential oil and oil (triglycerides, plant oil) also with

animal oil?

2) How they can easily extract essential oil from plants.

3) Try to make them friendly with environment to use waste for good purpose.

Material and equipment:

1)

Mini set of oil extraction or manual set up

2)

Heater (safe work)3)

Mint or orange or lime peels or one flower (0.5-1 kilogram) (sample)

Method:

1) Sample preparation (clean, cut or chop)

2) Fix equipment

3) Put sample in equipment

4) Heating

5) Wait until start steaming (in between look at the other groups experiments and ask

them about process)6) Cooling process help to extract essential oil

7) Collect production

8) Wait for cooling

9)

Take out waste from inside equipment

10)

Wash everything

11)

Answer questions

12)

Collect data from other groups

13) They have to present their experiment for class

Performance Assessment:


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At the conclusion of the experiment, students will be able to answer the following questions:

1) What is essential oil?

2) What is different between essential oil and oil (triglycerides, plant oil) also with

animal oil?

3)

How they can easily extract essential oil from plants.

4) What is interesting in this lab?

5) How this experiment help to sustainabilityenvironmental protection?

6) What is the relevant of this lab to unit?

To complete assessment, they have to present their work to students and answer to any

question.

Conclusion:

Students will understand definitions and connection between traditional and modernmedicines. The base knowledge of some modern medicine comes from folk medicine with

higher quality and quantity in application.


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Manual

Lab2; Make probiotic product

Introduction:

In this lab, students learn to how they can make probiotic product (yogurt) from milk. This

milk can be possible full cream, low fat or skim milk. In previous lesson was explained for

them what is meaning of probiotic and has been asked them to compare with prebiotic and

find some examples of prebiotic also for presentation after experiment.



Objective:



4) What is different between probiotic and prebiotic?

5) How they can easily make yogurt form milk.

6) What is different between full cream, low fat and skim milks and explain

compositions of milk?

7) Try to make them familiar with healthy food.


4)

Manual set up of dishes

5)

Heater (safe work) or oven

6)

Starter (bacteria;Lactobacillusand Streptococcus)

7)

Milk (full cream, low fat or skim milk) (1-2 kilograms) (sample)

Method:

14)Heating 50 ml milk until 40Cand add 1-2 teaspoon starter and keeping in close and

clean area (yogurt starter)

15)

The same time heating whole milk until boiling16)Cooling until 40C

17)Add yogurt starter with milk and mixing

18)Divide in few small jars.

19)

Close cap

20)

Keep jars in oven 40C or close area with stable temperature at 40C) for 4 hours

21)

Collect production

22)

Put in fridge to show students in next session (don not touch before 24 hours)

23)Wash everything

24) Answer questions

25)

Collect data from other groups


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7)

What is probiotic product?

8) What is different between probiotic and prebiotic?

9) What is different between full cream, low fat and skim milks and explain

compositions of milk? Which one they used and why?

10)How they can easily make yogurt from milk.

11)What is interesting in this lab?

12)

How this experiment help to eat healthy food?

13)

What is the relevant of this lab to unit?

To complete assessment, they have to present their work to students and answer to students

questions.

Conclusion:

Students will understand definitions and connection between traditional and modern

medicines. The base knowledge of some modern medicine comes from folk medicine with



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Manual

Lab3; Pectin Separation

Introduction:

In this lab, students learn to how they can extract pectin from plants (fruit waste). This fruit

can be possible orange peel or apple pulp. In previous lesson was explained for them what is

pectin and which category of material? Why is important?



Objective:



8) What is different between polysaccharide and fibre?

9) How they can easily extract pectin from plants.

10)Try to make them friendly with environment to use waste for good purpose.


8)

Manual set up equipment

9)

Heater (safe work)

10)

Orange or lime peels or apple pulp (1-2 kilogram) (sample)11)

Vinegar

12)

Absolute ethanol

13)

Filter paper and cloth

Method:

27)Sample preparation (clean, cut or chop)

28)Fix equipment

29)Put sample in equipment

30)

Measure pH31)Add vinegar until pH come down to less than 3

32)Heating

33)Wait until start boiling

34)

Cooling process

35)

Filtration by filter cloth

36)

Take out syrup

37)

Add absolute ethanol and wait few minutes (do not shake or mix)

38)Filter again by filter paper (on the top of filter paper can see jell or pectin)

39)Keep to dry

40)

Wash everything


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41) Answer questions

42) Collect data from other groups




14)What is pectin?

15)What is different between polysaccharide and fibre?

16)How they can easily extract pectin from plants.

17)What is another method for pectin extraction?

18)What is interesting in this lab?

19)How this experiment help to sustainabilityenvironmental protection?

20)What is the relevant of this lab to unit?

To complete assessment, they have to present their work to students and answer to any

question.

Conclusion:

Students will understand definitions and connection between traditional and modern

medicines. The base knowledge of some modern medicine comes from folk medicine with



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Slides for experiments;

Lesson Plan 2


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reporting on medicinal science - an integrated approach unit plan

Documents