- Cell viewer
In this simulation, students are able to use this activity to learn the different organelles in the plant cell, animal cell and bacteria cell. This activity can be applied to stage 4 Living world LW2 Cells are the basic units of living things and have specialised structures and functions. (ACSSU149), identify structures within cells, including the nucleus, cytoplasm, cell membrane, cell wall and chloroplast, and describe their functions. LW1 There are differences within and between groups of organisms; classification helps organise this diversity. (ACSSU111), outline the structural features used to group living things, including plants, animals, fungi and bacteria. Students will learn the structure of the cell and create a table to classify the different in organelles and its functions. As a whole class, the teacher will then check if student’s table is correct. And make changes to the incorrect answers. Student’s engagement level will be increase as they are exploring the cell by themselves. It is the opportunity for independent and self-directed work. Instant feedback is provided by the teachers if students are making some mistakes.
Find out more at: http://askabiologist.asu.edu/games-and-simulations
- colorado
This activity would be useful in stage 6 chemical world, where students can try out different material has different density, such as wood or brick. Students can have a hypothesis at the beginning to guess what would happen if a brick is throw into the water compare to a wood. CW1 The properties of the different states of matter can be explained in terms of the motion and arrangement of particles. (ACSSU151), explain density in terms of a simple particle model. This activity is fun and interactive, students can actually what the amount of density is according to different material. Which if done real time, would be time consuming and difficult to calculate the density.
Find out more at: https://phet.colorado.edu/en/simulations/category/physics
- Ecokid
In this activity, the students can work individually to learn to concept. This is applied in stage 4 Living World, LW5 Science and technology contribute to finding solutions to conserving and managing sustainable ecosystems. b.describe interactions between organisms in food chains and food webs, including producers, consumers and decomposers (ACSSU112) d. predict how human activities can affect interactions in food chains and food webs, including examples from Australian land or marine ecosystems (ACSSU112). This activity is interesting and appealing to younger age students.
Find out more at:
http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/assets/flash/chain_reaction.swf
- NOVA
In this activity, students learn about the requirement for photosynthesis and respiration. This activity is applied to stage 4 Living World, LW3 Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce. (ACSSU150). a,identify the materials required by multicellular organisms for the processes of respiration and photosynthesis. Students explore the importance of photosynthesis and respiration by concentrating on the activity individually.
Find out more at: http://www.pbs.org/wgbh/nova/nature/photosynthesis.html
- Getbodysmart
This online simulation allow students to explore the different human body systems including skeletal system, muscular system, nervous system, circulatory system, respiratory system and urinary system. This can be an effective tool to illustrate the functions of the organs. This can be used in stage 6 biology syllabus, compare the roles of respiratory, circulatory and excretory systems (8.3.4.2.1), compare open and closed circulatory systems using one vertebrate and one invertebrate as examples (8.3.4.2.5). For this particular example, circulatory system is study.
Find out more at: http://www.getbodysmart.com/
ICT Protfolio 