The SAMR elements are:

• Substitution

• Augmentation

• Modification

• Redefinition

• Remembering

• Understanding

• Applying

• Analysing

• Evalurating

• Creating

This assists teachers to establish learning goals and objectives for both students and educators so clear objectives, appropriate instruction, and valid assessment tasks can be established, comprehended and communicated.

Students will be tasked with an investigative assignment, where they will construct their own greenhouse and monitor the interior temperature compared to the outside temperature. 3 trials will be completed in different environments and variables (e.g. the effect different coloured greenhouses, CO₂ emissions, etc, have upon temperature).

As the focus of this unit will be on the carbon cycle, we will explore and investigate:

• The different atmospheres of the Earth

• What the carbon cycle is

• If and how humans are impacting the carbon cycle

• The greenhouse effect

• Combustion, photosynthesis, and respiration and how they interact with the carbon cycle and the spheres

• Strategies to reduce carbon dioxide emissions

AC9S9U03

Students will represent the carbon cycle and examine how key processes including combustion, photosynthesis and respiration rely on interactions between Earth's spheres (the geosphere, biosphere, hydrosphere and atmosphere).

Use and influence of Science

AC9S9H03

Students will analyse the key factors that contribute to science knowledge and practices being adopted more broadly by society.

Science Inquiry

AC9S9I01

Students will develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models.

AC9S9I02

Students will plan and conduct valid, reproducible investigations to answer questions and test hypotheses, including identifying and controlling for possible sources of error and, as appropriate, developing and following risk assessments, considering ethical issues, and addressing key considerations regarding heritage sites and artefacts on Country/Place.

AC9S9I05

Students will analyse and connect a variety of data and information to identify and explain patterns, trends, relationships and anomalies

• Interpret concepts and problems

Inquiring

• Identify, process and evaluate information

• Develop questions

Generating

• Put ideas into action

• Making and reflecting on ethical decisions

• Explore ethical perspectives and frameworks

• Explore ethical issues

Understanding ethical concepts and perspectives

• Explore ethical concepts

• Recognise influences on ethical behaviour and perspectives

• Leadership

• Interacting

• Interpreting and representing data

• Critical and Creative Thinking

• Ethical Understanding

• Literacy

• Numeracy

• Personal and Social Capability

Critical and Creating Thinking involves students analysing and assessing possibilities against criteria for judgement. They construct and evaluate arguments, and use information, evidence and logic to draw reasoned conclusions and to solve problems. This is organised into 4 elements; Inquiring, Generating, Analysing, and Reflecting.

ACARA. (2022). Understand this general capability. Australian Curriculum. https://v9.australiancurriculum.edu.au/teacher-resources/understand-this-general-capability/critical-and-creative-thinking

Ethical Understanding encompasses the knowledge and skills students require to identify ethical concepts, understand different ethical perspectives and apply ethical thinking in response to issues. It involves students exploring ethical issues and interactions with others, discussing ideas and learning to be accountable as members of a democratic community. This is organised into 2 elements; Understanding ethical concepts and perspectives, and Responding to ethical issues.

ACARA. (2022). Understand this general capability. Australian Curriculum. https://v9.australiancurriculum.edu.au/teacher-resources/understand-this-general-capability/ethical-understanding

Literacy enables students to access, understand, analyse and evaluate information and ideas, express thoughts and emotions; present ideas and opinions; interact with others. Students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society. Speaking and listening, Reading and viewing, and writing are the 3 elements of Literacy.

ACARA. (2022). Understand this general capability. Australian Curriculum. https://v9.australiancurriculum.edu.au/teacher-resources/understand-this-general-capability/literacy

Numeracy is fundamental to a student's ability to learn at school and to engage productively in society. Numeracy encompasses the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations. The 3 elements of numeracy are number sense and algebra, Measurement and geometry, and Statistics and probability.

ACARA. (2022). Understand this learning area. Australian Curriculum. https://v9.australiancurriculum.edu.au/teacher-resources/understand-this-general-capability/numeracy

Personal and Social Capability provides a foundation for students to understand themselves and others, and navigate their relationships, lives, work and learning. This supports students to effectively engage with new ways of thinking, knowing and doing in an increasingly demanding and diverse global society. Self-awareness, Self-management, Social awareness, and Social management are the 4 elements of this capability.

ACARA. (2022). Understand this learning area. Australian Curriculum. https://v9.australiancurriculum.edu.au/teacher-resources/understand-this-general-capability/personal-and-social-capability

The attention to detail on this website is amazing, with your answers tailoring your avatars environment around them (large house, 2 dogs, etc)!

Educators have live access to students progress throughout the activity, and can provide real-time feedback. Additionally, the interactive simulations present allow students to model and run their own experiments, label diagrams, construct tables and graphs, and much more!

Lessons can be run through Stile through the 'Teaching Mode', where students screens can be controlled to retain focus on the teacher and their presentation, as well as send all students the questionaire, where data of their questions will be presented on the teachers screen to be shared with students.

This optimises teaching time, maximising efficiency regarding marking, concept reinforcement, practice and revision, offering teachers an amalgamation of interactive lessons designed and orientated to specific learning outcomes.

Their videos on photosynthesis and respiration would be beneficial for this unit to reinforce learned concepts.

Specifically, their videos on the Earth's spheres and what climate change is will be greatly beneficial for students.

Key videos to utilise would be from the 'Catalyst' series and the 'Australian Odyssey' series.

This allows for competitive yet engaging learning, with a large variety of different gamemodes and question sets to choose from.

This promotes peer-to-peer learning and allows students to verbalise their thought processes and opinions on the subject.

This allows classrooms to become more inclusive, informative, interactive and engaging!

Evidently, Flip will be a central and focal ICT resource used within the classroom!

This resource allows students to interact directly with the content via modern ICT utilisation. Using Virtual Reality provides endless possibilities for different applications and uses. For my year 9 science class, this would be beneficial to demonstrate the different spheres of the Earth and what lies in each sphere, as well as the effects and impacts of climate change and the greenhouse effect projected over the years.

This also includes worksheets and activities for collaborative practicals and individual work.

I would alter these lesson plans by editing the activities to incorporate 'Flip' tasks, and set tasks which require students to create an interesting poster advocating for recycling in their school, and a research activity utilising the local council websites to determine what the local representatives are doing to combat this pressing issue.

Educators can add students to the group via Google Classroom or via the code presented. Teachers can also view how many students are enrolled in the group, and upon clicking their profile can view the students responses, making observation of student participation seamless.

As stipulated, students will discuss their results through a vlog, describing what is their highest consumption area and detail ways in which they can reduce their carbon footprint and how this will mitigate climate change.

This will encourage students to investigate ways to reduce their impact on the planet and explain how these action are mitigating climate change. This also allows students the opportunity to get creative, where they can enact a skit recording themselves recycling, cleaning up a beach, planting a tree, etc! Students can then view each others videos, comment and learn of different ways which can improve our environment.

This is a transformative teaching and learning tool which would not be possible without the use of ICTs, and encourages students to learn from each other and interact with each other!

This resource is great for students who suffer from Dyslexia or other difficulties with writing and spelling, where text is generated from the student states in the microphone. This allows for a great combination of transformative ICT use as well as supporting all students learning in an innovative way.