year 8 sample program - using core science · web viewsample program using examples from. core...

YEAR 8 SCIENCESAMPLE PROGRAM USING EXAMPLES FROM

Core Science 2 2nd edition: Marian Haire, Eileen Kennedy et al

Reference: BOS (2003) Science 7-10 Syllabus BOS (2004) Science 7-10 Advice on Programming and Assessment

BOS (1998) Science Stages 4-5 Syllabus Support Document

Student Text: Haire et al (2004), Core Science Book 1 (2nd Ed)

COURSE AIMS: To provide learning experiences through which students will:-

acquire scientific knowledge and skills and develop understanding about phenomena within and beyond their experience; develop an appreciation of science as a human activity and apply their understanding to their everyday life; develop positive values about and attitudes towards themselves, others, lifelong learning, science and the environment.

COURSE OBJECTIVES: Prescribed Focus Areas

A student will gain knowledge and understanding of:-

the history of science. the nature and practice of science. applications and uses of science. the implications of science for society and the environment. current issues, research and developments.

Domains

A student will gain knowledge and understanding of:-

models, theories and laws. structures and systems. interactions.

Skills

A student will gain skills in working scientifically through:-

planning investigations. conducting investigations. communicating information and understanding. developing scientific thinking and problem-solving techniques. working individually and in teams.

Values & Attitudes

A student will develop positive values about, and positive attitudes towards, themselves, others,lifelong learning, science and the environment.

UNIT I: WHAT’S THE MATTER? TEXT: Chapters 2: Bits of Matter Suggested Time: 8 weeks3: Chemical Reactions4. Electricity

Syllabus Outcomes Syllabus Content Statement Essential Learning Experiences & Resources Reg Additional Experiences Reg

A student:-

4.1 identifies historical examples of how scientific knowledge has changed people’s understanding of the world.

Students learn to/about:-

4.1 the history of science to:

(a) identify some of the scientific ideas that different cultures have contributed to science throughout history;

(b) describe (using examples including those developed by Aboriginal peoples) ideas developed by different cultures to explain the world around them;

(c) describe some models & theories that have been considered in science & then modified or rejected as a result of available evidence.

Early Ideas in Chemistry

Thinking About activities 1&2, p 29 Discuss the early development in ideas in

chemistry (Ref pp 30-31) Remember & Think activities, p 31

Demo of Hofman voltameter & conclusions that can be drawn.

Expt 2.1, p 31

4.7 describes observed properties of substances using scientific models & theories.

4.7.4 elements to:

(a) classify elements as metals or non-metals according to their common characteristics;

(b) identify internationally recognised symbols for common elements.

Elements

Familiarise students with a variety of elements Expt 2.2, p 32 Explain why many substances are not made up of

single elements (use rusting as an example, pp 60-61)

Allow students to classify elements as metals, non-metals (and metalloids)

Expt 2.5, p 35 Remember & Think activities, p 35 Students should become familiar with the format

& significance of the periodic table (similar properties in each group) in particular location of metals & non-metals; gases & solids (Ref pp 36-37)

Discuss the logic/history behind the selection of chemical symbols; the first 20 elements (not in order) should be learnt

Video: Elements Describe the arrangement of the sub-atomic

particles (protons, neutrons & electrons) within atoms & the basic nature of atomic structure

Video: Atoms & Their Electrons (34 min)

Demo: Expt 2.4, p 33 Remember & Think activities,

p 33 Investigate activity, p 34

Remember activity, p 37

Expt 2.7, p 39 Activities, p 39

2

Syllabus Outcomes Syllabus Content Statement Essential Learning Experiences & Resources Reg Additional Experiences RegA student:-


4.11 identifies where resources are found, and describes ways in which they are used by humans.



4.7.6 compounds and reactions to:(a) distinguish between elements &

compounds.(c) distinguish between compounds &

mixtures.

4.11.1 natural resources to:(a) distinguish between natural & made resources;(b) give examples of resources from living

things & resources extracted from the air, Earth & oceans;

(c) identify fossil fuels & describe some of their uses.

(d) identify renewable and non-renewable sources of energy.

4.7.6 compounds and reactions to:(b) identify when a chemical reaction is taking

place by observing changes in temperature, the appearance of a new substance or the disappearance of an original substance.

Compounds & Mixtures Distinguish between elements, compounds &

mixtures by reference to their atomic composition. Categorise familiar substances as one of the above & describe their composition. Use the term ‘molecule’.

Video: Explaining Matter & Evidence for Molecules

Expt 2.8, p 41 Access the learning object on the student CD

Rom: Elements, compounds & mixtures Remember & Think activities, p 41 Access the learning object on the student CD

Rom: atoms & molecules Remember & Think activities, p 43

Chemical Resources Describe minerals as naturally occurring

compounds which like some elements can be found in ores

Remember activity, p 45 Discuss the importance of carbon in society,

especially as a respiratory gas, fossil fuel & building block of organic matter Remember & Think activities, p 47 Distinguish between renewable and non-renewable

resources, p. 141. identify renewable and non-renewable sources of

energy, p. 47 Access the learning object on the student CD Rom:

carbon creations

Chemical Reactions Survey activity, p 53 Distinguish between a physical & chemical change

by monitoring a change in properties Remember & Think activities, p 55 Access the learning object on the student CD Rom:

physical & chemical changes Observe a variety of chemical reactions & with

assistance write word equations to represent them:-Expt 3.2, p 56

3.3, p 563.4, p 573.5, p 57

Polymers, p 43 Expt 2.9, p 42

Investigate activity, p 41

Expt 2.10, p 45 Think activity, p 45

Describe commonly used alloys, p 50

Reflection activity 1&2, p 51

Language activity, p 53

Expt 3.1, p 54 Remember & Think activities,

p 57 Focus on rusting as an example

of a chemical reaction (Expt 3.7 & 3.8, pp 60-61)

Activities, p 61 Describe how temperature can

affect the ‘rate’ of a chemical reaction (Expt 3.9, p 63)

Access the learning object on the student CD Rom: reaction rates

3


A student:-

4.6 identifies & describes energy changes & the action of forces in common situations.

4.12 identifies, using examples, common simple devices and explains why they are used


4.6.8 electrostatic force to:

(a) describe ways in which objects acquire an electrostatic charge;

(b) identify everyday situations where the effects of electrostatic forces can be observed;

(c) describe the behaviour of charges when they are brought close to each other.

Electrostatic Charges Activities 1&2, p 165 Describe how neutral objects can become

positively or negatively charged Explain why an electrostatic charge can only be

static (stationary) in insulators (non-metals), p 166

Expt 7.1, p 167 Remember activity, p 167 Demonstrate the Van de Graff generator Access the learning object on the student CD

Rom: Van de Graaf generator Describe situations in which static charges can

arise & behaviour when charges are brought close to each other, pp 168-169

Access the learning object on the student CD Rom: charges

Video: Electricity (Programs 1-3) Remember & Think activities, p 169

Think activity, p 167

Expt 7.2, p 168

4.6.3 electrical energy to:(a) associate electricity with energy transfer in

a simple circuit;(b) construct & draw circuits to show transfer

of energy.

4.12 technology to:(b) identify a variety of energy transformations

in everyday devices involving electrical, sound, light and/or heat energy.

Charges on the Move

Expt 7.3, p 170 and Expt 7.4, p 171 Remember & Think activities, p 171 Learn the symbols for simple electrical

components, p 173, & use them to draw simple circuit diagrams

Access the learning object on the student CD Rom: circuit symbols

Distinguish between components placed in series & parallel

Access the learning object on the student CD Rom: series & parallel circuits

Expt 7.6, p 174 Remember & Think activities, p 175 Video: Electricity (Programs 4-5)

Create activity, p 171 Create activities, p 175 Use an ammeter to measure

electrical current (Expt 7.7, p 176) Access the learning object on the

student CD Rom: conductors & insulators

Access the learning object on the student CD Rom: the ammeter

Using Data activities, p 177 Describe & examine electrical

cells Expt 7.8, p 179 Discuss the issues surrounding the

development of hydrogen cars, pp 180-181

4

Class Date Commenced Date Completed Signed Evaluation (Deviation from Program/Additional Experiences or Resources)

Assessment for Learning:

Assessment of Learning:

5

UNIT II: HEALTH & OUR BODY TEXT: Chapters 1: The Human Body Suggested Time: 10 weeks5: Nutrients8. Transport Highways


A student:-

4.8 describes features of living things.


4.8.5 humans to:

(a) describe the role of the skeletal system in maintaining humans as functioning organisms.

The Skeletal System

Describe the structure & function of bone Expt 1.1, p 4 Discuss the importance of a skeletal system Describe the joint types in the human skeleton Explore the relationship between muscles & the

skeletal system Video: The Skeletal System

Activities, p 3 Research ailments of the skeletal

system Activities, p 5 Activities, p 7

4.5 describes areas of current scientific research.

4.5 current issues, research & developments to:

(b) evaluate the potential impact of some issues raised in the mass media that require some scientific understanding.

Skin Care

Describe the structure & function of skin Discuss the symptoms of skin cancer & the cause

of skin cancer, p 10 Account for the media attention to skin cancer in

Australia Using Data, Remember & Think activities, p 13

Expt 1.2, p 9

Research skin cancer issues on the Internet

Create activity, p 13 Explore the causes of acne, p 14


with guidance, presents information to an audience to achieve a particular outcome.

4.8.5 humans to:

(a) describe the role of the respiratory system in maintaining humans as functioning organisms;

The Respiratory System

Describe the components of the human respiratory system, pp 16-17

Explain the mechanics of breathing, p 18 Link cellular respiration to breathing Expt 1.3, p 19 Remember & Think activities, p 19 Video: The Respiratory System

Explore the effect of asthma on the respiratory system

Data & Remember activities, p 21

6


A student:-

4.2 uses examples to illustrate how models, theories & laws contribute to an understanding of phenomena.


4.2 the nature & practice of science to:

(a) evaluate the role of creativity, curiosity, objectivity and logical reasoning in describing phenomena, carrying out investigations and in the devising and testing of hypotheses;

(b) distinguish between scientific argument & economic or legal argument;

(c) apply scientific processes to test the validity of ideas & theories;

(d) describe how an idea can gain acceptance in the scientific community as either theory or law;

(e) use examples which show that scientists isolate a set of observations, identify trends & patterns & construct hypotheses or models to explain these;

(f) give examples that demonstrate the benefits & limitations of using models;

(g) identify that the nature of observations made depends upon the understanding that the observer brings to the situation.

Respiratory Illnesses

Describe the:-– physiological response to smoking

(Ref p 22)–content of cigarettes (Ref p 23)

Expt 1.4, p 22 Access the learning object on the student CD

Rom: asthma Explain the problem in finding a causal link

between cigarette smoking & related illnesses such as lung cancer; what is cancer?

Debate whether civil liberties outweigh community health

Use the Internet to examine research into smoking-related illnesses

Debate whether cigarette companies bear legal responsibility for smoking related illnesses

Data & Think activities, p 23

Extension, p 26 Reflection, p 27

Nutrition

Describe the components of the diet (food intake) that is essential for health

Describe carbohydrates & fats/oils as energy sources

Expt 5.1, p 107 Expt 5.2, p 107 Expt 5.8, p 129 Explore the notion of a ‘balanced’ diet, pp 110-111 Expt 5.3, p 108 Access the learning object on the

student CD Rom: food for life

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A student:-



4.8.4 multicellular organisms to:

(d) identify the materials required by multicellular organisms for the processes of respiration.

Cellular Respiration

Describe the aerobic respiration of glucose (the breakdown products of carbohydrates & fats) in the cells of all organisms (use a word equation only)

Expt 5.5, p 116 Expt 5.6, p 117 Explore anaerobic respiration Expt 5.7, p 119

4.8.5 humans to:

(a) describe the role of the digestive system in maintaining humans as functioning organisms.

Digestive System

Identify the teeth types & number in the mouth Describe digestion as mechanical or chemical Using Data activities, p 123 Explore the passage & digestion of food through

the human digestive system; be familiar with the chemicals assisting digestion (Ref pp 124-125)

Discuss the importance of intestinal villi in improving absorption

Video: The Digestive System Access the learning object on the student CD

Rom: the digestive system Remember & Think activities, p 125

Relate dentition to diet in animals

Remember activities, p 123

Explore common digestive ‘problems’, pp 126-127

Reflections, p 133

4.8.5 humans to:

(a) describe the role of the circulatory system in maintaining humans as functioning organisms.

The Circulatory System

Debate the issue of organ transplantation (Activity 4, p 187)

Describe the components of blood, p 188 Explain the importance of ‘compatible’ blood in

blood transfusions, p 189 Describe the structure & function of the human

heart – demonstrate with a model, p 190 Listen to the heart beat using a stethoscope Discuss the role of arteries & veins in the human

circulatory system, p 188 Familiarise students with the main blood flow in

the body, p 195 Explore the role of the liver in the circulatory

system, p 194 Video: The Circulatory System

Activities, 3&5, p 187

Activities, p 189

Expt 8.1 (A sheep’s heart per group) Investigate the effect of exercise on

heart rate Activities, p 191

8


A student:-



4.8.5 humans to:

(a) describe the role of the excretory system in maintaining humans as functioning organisms.

The Excretory System

Describe the components of the human excretory system, p 192

Examine the role of the kidney in dialysis, pp 192-193

Video: Respiratory System

Examine a mammalian kidney (by demonstration)

Activities, p 193

4.3 identifies areas of everyday life that have been affected by scientific developments.

4.3 applications & uses of science to:

(a) identify and describe examples of scientific concepts and principles that have been used in technological developments (including Australian examples);

(b) discuss, using examples, the positive & negative impacts of applications of recent developments in science;

(c) identify & describe examples where technological advances have impacted on science;

(d) give reasons why society should support scientific research.

Medical Technology

Study medical technology designed to: replace faulty heart valves; & compensate for diseased kidneys; research other medical advances

Debate/discuss the implications of improved medical technology, eg increasing health costs, prolonged care in terminal cases

Remember & Think activities, p 197

Research & report on recent medical breakthroughs

4.8 describes features of living things


(e) describe the role of the root, stem & leaf in maintaining flowering plants as functioning organisms.

Transport & Storage in Plants

Draw parallels between transport in mammals/vertebrates & in plants

Describe vascular tissue (xylem & phloem) in stems & roots, p 199

Examine stems/roots in cross section using microscopes and/or flexicam

Expt 8.2, p 198 Remember activities, p 199 Describe transpiration through the stomata as the

driving force for water movement in plants, p 200

Explain turgidity in plants, p 200-201 Describe water (& dissolved mineral) flow in

roots, pp 202-203 Expt 8.3, p 202 Data activities, p 203

Investigate activity, p 199 Prepare slide specimens of leaf

stomata using nail polish or sticky tape (Expt 4.4, p 89)

Investigate activity, p 203

9




10

UNIT III: PLANTS , THE ECOLOGICAL BALANCE TEXT: Chapters 4: Plants Suggested Time: 11 weeks AND SRP 6: Ecology


A student:-



Plant Reproduction

Identify the reproductive organs in a variety of flower types, p 78

Expt: Draw & label flower reproductive organs Describe the process of pollination Access the learning object on the student CD

Rom: pollinating flowers Discuss seed dispersal following fruit or pod

formation, p 80 Expt 4.1, p 80 (include seed pods) Video: Sexual Encounters of the Floral Kind Examine seed structure & the process of

germination, p 81 Expt 4.2, p 81 Video: Private Life of Plants

VHS 1571 ABC The Nature of Australia, Pt 2

VHS 1106 Cane Toad (43 min) VHS 1848 Once Upon Australia

(50 min) VHS 1417 Relationships (18 min)

Activities, p 81 Classify flowering plants as

monocots or dicots


(d) identify the materials required by multicellular organisms for the processes of photosynthesis.

Photosynthesis & Plant Responses

Emphasise plants as heterotrophs Explain why plants are green, p 88 Use a word equation to describe the process of

photosynthesis, p 88; describe the role of stomata in gas exchange & vascular tissue in water & glucose transport

Access the learning object on the student CD Rom: photosynthesis

Examine prepared slides of leaf transverse sections

Describe the role of chloroplasts in photosynthesis, p 88

Video: Photosynthesis Discuss tropisms: – phototropism

– geotropism– hydrotropism– thigmotropism

Expt 4.7, p 91

VHS 2018 Web of Life Expt 4.6, p 90 Explore some of the myths about

plants, p 92 Dispel the notion that

‘carnivorous’ plants are heterotrophs

Activities, p 93

11


A student:-

4.22 undertakes a variety of individual & team tasks with guidance.

4.13 clarifies the purpose of an investigation and, with guidance, produces a plan to investigate a problem


4.22.1 working individually to:-(a) independently plan & conduct

investigations, communicate information & understanding & solve problems;

(b) set & work to realistic timelines & goals;(c) accept responsibility for maintenance of a

safe working environment for themselves & others;

(d) evaluate the effectiveness of their performance in completing tasks.

4.13.1 identifying data sources to:-(a) describe a problem & develop an

hypothesis or question that can be tested or researched;

(b) propose possible sources of data &/or information relevant to the investigation;

(c) identify what type of information or data needs to be collected;

(d) justify why particular types of data or information are to be collected;

(e) identify the appropriate units to be used in collecting data;

(f) recommend the use of an appropriate technology or strategy for collecting data or gathering information;

(g) formulate a means of recording the data to be gathered or the information to be collected.

4.13.2 planning first-hand investigations to:-(a) identify variables that need to be held

constant if reliable first-hand data is to be collected;

(b) specify the dependent & independent variables when planning controlled experiments

(c) describe a logical procedure for undertaking a simple or controlled experiment;

(d) establish an appropriate timeline for a investigation.

Student Research Project (SRP) – 8 weeks

(done concurrently with this unit)

Illustrate the process of investigating a question

relating to plant growth scientifically by studying

the effect of a variable on bean plant growth, pp

84-87; the study can be carried out as a

demonstration

Students work individually to complete an

original SRP with guidance from the teacher; the

SRP can involve an investigation into plant

growth or responses (tropism); the SRP

handbook can be consulted for guidance but the

following timeline should be adopted:-

Week 1: Provide a sample case study, eg

bean plant growth. Students

choose an original topic; think

about their aim; discuss with the

teacher and commence their

journal

12


A student:

4.13 clarifies the purpose of an investigation and, with guidance, produces a plan to investigate a problem


4.13.3 choosing equipment or resources to:-(a) identify advantages & limitations of using

particular laboratory equipment for a specific task;

(b) select appropriate equipment (including safety equipment) &/or resources to perform the task;

(c) describe ways to reduce the risk to themselves & others when working in the laboratory or field.

Week 2: Carry out research; use the library;

consult others

Week 3: Design experiment(s) & discuss

with the teacher; organise the

equipment required; identify

control & variables

Week 4: Carry out the experiment(s);

analyse the results

Week 5: Continue the experiment(s) &

data analysis

4.14 follows a sequence of instructions to undertake a first-hand investigation

4.14 performing first-hand investigations to:-

(a) follow the planned procedure when performing an investigation;

(b) use time & resources effectively;(c) safely & efficiently construct, assemble &

manipulate identified equipment;(d) record data using the appropriate units;(e) evaluate & modify experimental

procedures;(f) demonstrate the use of safe & hygienic

work practices including the correct use of safety equipment.

4.15 uses given criteria to gather first-hand data

4.15 gathering first-hand information to:-

(a) make & record observations & measurements accurately over a number of trials;

(b) use independently a range of data collection strategies and technologies such as data loggers

A student:-

4.19 draws conclusions based on information


4.19 thinking critically to:-

(a) justify themselves in light of gathered information;

13

Syllabus Outcomes Syllabus Content Statement Essential Learning Experiences & Resources Reg Additional Experiences Regavailable (b) identify data which support or discount an

hypothesis, a question being investigated or a proposed solution to a problem;

(c) predict outcomes & generate plausible explanations directly related to observations made;

(d) make generalisations in relation to a relevant set of observations or experimental results.

(e) anticipate &/or respond to problems as they arise in practical situations;

(f) use models, including mathematical ones, to explain phenomena or make predictions;

(g) use cause & effect relationships to explain ideas.

Week 6: Continue the experiment(s) &

data analysis

Week 7: Write a draft report, consult with

the teacher & complete a final

draft

Week 8: Present your investigations orally to the class using the appropriate visual aids

4.20 uses an identified strategy to solve problems

4.20 problem-solving to:-

(a) identify the nature of a presented problem;(b) describe different strategies that could be

employed to solve an identical problem;(c) use identified strategies to develop a range

of possible solutions to a particular problem;

(d) evaluate the appropriateness of different strategies for solving an identified problem.

A student:-

4.18 with guidance, presents information to an audience to achieve a particular purpose


4.18 presenting information to:-(a) select, & use appropriately types of texts

for different purposes & contexts including a discussion, explanation, procedure, exposition, recount, report, response or experimental record for oral or written presentation;

(b) select & use an appropriate medium to present data & information;

(c) select & use an appropriate method to acknowledge sources of information;

(d) use symbols to express relationships, including mathematical ones, & appropriate units for physical quantities;

14

Syllabus Outcomes Syllabus Content Statement Essential Learning Experiences & Resources Reg Additional Experiences Reg(e) use drawings, diagrams, graphs, tables,

databases, spreadsheets & flow charts to show relationships & present information clearly &/or succinctly;

(f) select & draw the appropriate type of graph (from column graph, histogram, divided bar, sector or line graph) or diagram to convey information & relationships clearly & accurately.

15


A student:-4.10 identifies

factors affecting survival of organisms in an ecosystem.

4.4 identifies choices made by people with regard to scientific developments.

Students learn to/about:-4.10 ecosystems to:-

(a) describe some adaptations of living things to factors in their environment;

(b) describe, using examples of food chains and food webs from Australian ecosystems, how producers, consumers and decomposers are related;

(c) describe the roles of photosynthesis & respiration in ecosystems.

.

4.10 ecosystems to:-(d) discuss some effects of bushfires, drought

& flood on Australian ecosystems.

4.4 implications of science for society & the environment to:-(a) discuss viewpoints about some issues with

a major scientific component; (d) analyse reasons why different cultures or

groups within a society, including Aboriginal people, may have different views in relation to scientific issues

The Ecological Balance

Describe the habitat of familiar organisms Describe a variety of ecosystems – aquatic

(marine or freshwater), terrestrial (arid, rainforest, woodland, etc)

Identify adaptations to various ecosystems & characterise them as structural, physiological or behavioural (p140)

Classify the members of an ecosystem as autotrophs (producers) or heterotrophs; herbivores, carnivores, omnivores, scavengers, decomposers

Demonstrate that the relationships between organisms can be represented by:-– food chains, p 143– food webs, p 142

Video: Mangrove Food Chain/ Food Chains (16 min)

Access the learning object on the student CD Rom: webs & chains

Using Data & Remember activities, p 143 Video: Ecosystems (14 min) Emphasise the importance of photosynthesis in

bringing energy into a food chain/web, pp 146-147; & respiration in ‘metabolising’ the food obtained, p 147

Ecological Issues

Discuss the positive & negative effects of fire on Australian ecosystems.

Explore the use of fire by Aborigines, pp 152-153

Debate the necessity of clearing native forests to reduce ‘fuel’ levels

Discuss the effect of drought & flood on Australian ecosystems, p 153

Remember activities, p 153

Emphasise the interaction between members of an ecosystem:- (Ref pp 136-139)

- predator/prey - symbiotic: - mutualism - parasitism - commensalism

Access the learning object on the student CD Rom: symbiosis

Activities, p 137 Activities p 139

Use a food pyramid to explain the transfer of energy through a food chain, p 144

Expt 6.1, p 146 Activities, p 147

Think & Investigate activities, p 153

A student:-

4.4 identifies


4.4 implications of science for society & the Discuss the need for minimising pollution & Expt 6.3, p 15616

Syllabus Outcomes Syllabus Content Statement Essential Learning Experiences & Resources Reg Additional Experiences Regchoices made by people with regard to scientific developments.

4.5 describes areas of current scientific research.

environment to:-

(b) give examples to show that different societal groups may use or weight criteria differently to make a decision about an issue involving a major scientific component

(c) identify choices that need to be or have been made when considering whether to use particular scientific advances;

(d) analyse reasons why different cultures or groups within a society, including Aboriginal people, may have different views in relation to scientific issues

(e) discuss the place of social and ethical considerations in scientific practice and in applications of science.

4.5 current issues, research & developments to:-

(a) describe some recent scientific contributions made by male & female scientists, including Australians, & discuss the effect of their contributions;

(b) evaluate the potential impact of some issues raised in the mass media that require some scientific understanding;

(c) identify scientific skills that can be useful in a broad range of careers;

(d) identify possible career paths in science.

recycling waste, pp 154-157 Access the learning object on the student CD

Rom: recycling Investigate theories relating to the greenhouse

effect (Ref pp 96-97); examine proposals to cut greenhouse emissions

Access the learning object on the student CD Rom: the greenhouse effect

Explore the argument for genetic diversity; obtain information on rare & endangered species & the contribution of Australian scientists in the biology & survival of the species

Access the learning object on the student CD Rom: threats to life on earth

Identify the scientific skills applicable to many careers, p 249

Discuss possible career paths in science & the fields of study of recent Australian scientists, pp 255, 262

Activities, p 157

Activities, p 97 Activities, p 159 Explore the problem of introduced

pests, pp 150-151

17




18

UNIT IV: OUR EARTH & BEYOND TEXT: Chapters 9: The Night Sky Suggested Time: 5 weeks10: The Changing Earth


A student:-

4.1 identifies historical examples of how scientific knowledge has changed people’s understanding of the world.


4.1 the history of science to:-

(a) identify some of the scientific ideas that different cultures have contributed to science throughout history;

(b) describe (using examples including those developed by Aboriginal peoples) ideas developed by different cultures to explain the world around them

(c) describe some models & theories that have been considered in science & then modified or rejected as a result of available evidence;

(d) discuss examples where societal, religious or ethical values have had an input on scientific developments;

(e) describe historical cases where developments in science have led to the development of new technologies;

(f) describe historical cases where developments or improvements in technology have transformed science.

Ancient Astronomy

Discuss the thoughts, beliefs & developments in astronomy of the Ancient Greeks, Egyptians, Babylonians & Chinese, pp 209-212

Look at the use of astronomy to develop calendars throughout history p 218

Examine/research the contributions of Ptolemy, Copernicus & Galileo to astronomy, pp 212-213; refer to religious conflict in the development of astronomical models

Research the use of optical & radioastronomy in the study of the universe

Research ancient cultures’ contributions to astronomy

Research the controversy over the theories of Galileo

Study the information obtained from space probes; eg Hubble telescope, Mars Pathfinder

Reflection, p 225

4.9 describes the dynamic structure of Earth & its relationship to other parts of our solar system & universe.

4.9.2 components of the universe to:-

(a) describe some major features of the universe, including galaxies, stars, nebulae & solar systems;

The Moon

Become familiar with important features of the Earth’s moon & its orbit

Video: Quantum: Footprints on the Moon (55 min)

Explain the ‘phases’ of the moon, p 219 Expt 9.1, p 219 Try This, p 219 Explain the occurrence of solar & lunar eclipses,

pp 220-221 Expt 9.3, p 221 Remember & Think activities, p 221

Try This, p 217 Draw a timeline illustrating some

important events in the study of the Moon, p 217

Activities, p 217 Activities, p 219 Access the learning object on the

student CD Rom: passing phases Access the learning object on the

student CD Rom: eclipses

4.9.5 the hydrosphere to:-

(b) describe the effect of the forces of the sun & moon on the hydrosphere.

Explain how the moon interacts with the Earth’s hydrosphere to create tides

19


A student:-

4.9 describes the dynamic structure of Earth & its relationship to other parts of our solar system & universe.


4.9.2 components of the universe to:-

(a) describe some major features of the universe, including galaxies, stars, nebulae & solar systems;

(b) use appropriate scales to describe differences in sizes of, & distances between, structures making up the universe.

The Universe

Observe visible constellations in the night sky Observe & record the movement of stars through

the night sky Access the learning object on the student CD

Rom: looking up Become proficient in the use of a star chart Build & use an astrolabe, taking azimuth &

elevation measurements Explore the scale of astronomical entities:

planets stars/solar systems galaxies the universe and discuss the scale of the universe, pp.214-215

Access the learning object on the student CD Rom: how far is a light year

Account for the existence of nebulae, comets & meteors in space

Organise a planetarium visit to the school or visit a local observatory

Explain the existence of black holes

4.9.6 the lithosphere to:-

(a) identify that rocks are composed of minerals (b) explain the breaking down of rocks in terms

of physical and chemical changes(c) relate the formation of landforms to

weathering, erosion and deposition(d) describe the origins of sedimentary, igneous

and metamorphic rocks.

Weathering & Erosion

Activity 2, p 227 Examine common agents of physical & chemical

weathering, pp 228-229 Describe erosion as the weathering & transport

of rock Access the learning object on the student CD

Rom: looking up Expt 10.2, p 229 Remember & Think activities, p 229

Rocks

Observe a variety of sedimentary rocks formed by:-– physical processes: conglomerate, sandstone

& shale, silt/mudstone– chemical processes: limestone– biological processes: marine limestone, coal

Remember & Think activities, p 231

‘Make’ conglomerate & sandstone using sediment & plaster of Paris in a syringe

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Account for the formation of igneous & metamorphic rocks

Relate crystal size to rate of cooling in igneous rocks

Observe & describe a variety of igneous rocks including granite, basalt & andesite

Expt 10.3, p 233 Remember & Think activities, p 233

Minerals

Identify that minerals are the basic building blocks of rocks and can be characterised by:-– lustre– streak– hardness– crystalline structure

Expt 10.4, p 235 Video: Mineral Identification

Access the learning object on the student CD Rom: rock types

Access the learning object on the student CD Rom: the rock cycles

Access the learning object on the student CD Rom: Moh’s scale

Activities, p 235




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SKILLS PROMOTED IN THE YEAR 8 PROGRAMSYLLABUS OUTCOMES SYLLABUS CONTENT STATEMENT ADDRESSED IN UNIT(S)

A student:-

4.13 clarifies the purpose of an investigation and, with guidance, produces a plan to investigate a problem.


4/5.13.1 identifying data sources to:

(a) describe a problem and develop an hypothesis or question that can be tested or researched 3

(b) propose possible sources of data &/or information relevant to the investigation 3

(c) identify what type of information or data needs to be collected 3

(d) justify why particular types of data or information are to be collected 3

(e) identify the appropriate units to be used in collecting data 3

(f) recommend the use of an appropriate technology or strategy for collecting data or gathering information 3

(g) formulate a means of recording the data to be gathered or the information to be collected 3

4/5.13.2 planning first-hand investigations to:-

(a) identify variables that need to be held constant if reliable first-hand data is to be collected

3

(b) specify the dependent & independent variables when planning controlled experiments 3

(c) describe a logical procedure for undertaking a simple or controlled experiment 3

(d) establish an appropriate timeline for an investigation 3

4/5.13.3 choosing equipment or resources to:-

(a) identify advantages & limitations of using particular laboratory equipment for a specific task3

(b) select appropriate equipment (including safety equipment) &/or resources to perform the task 3

(c) describe ways to reduce the risk to themselves & others when working in the laboratory or field 3

4.14 follows a sequence of instructions to undertake a first-hand investigation

4.14 performing first-hand investigations to:-

(a) follow the planned procedure when performing an investigation 1–4

(b) use time & resources effectively 1–4

(c) safely & efficiently construct, assemble & manipulate identified equipment 1–4

(d) record data using the appropriate units 1–4

(e) evaluate & modify experimental procedures 1–4

(f) demonstrate the use of safe & hygienic work practices including the correct use of safety equipment 1–4

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A student:-4.15 uses given criteria to gather first-

hand data

Students learn to/about:-4.15 gathering first-hand information to:-

(a) make & record observations & measurements accurately over a number of trials(b) use independently a range of data collection strategies and technologies such as data loggers 1–4

4.16 accesses information from identified secondary sources

4.16 gathering information from secondary sources to:-(a) use a range of sources, including databases, CD ROMs & the Internet, to access information(b) use a variety of techniques, such as key words, skimming & scanning to identify appropriate

information

1–4

(c) extract information from column graphs, histograms, divided bar & sector graphs, line graphs, composite graphs, flow diagrams, other texts & audio/visual resources

1–4

(d) summarise information from identified oral & written secondary sources 1–4

4.17 evaluates the relevance of data & information

4.17 processing information to:-(a) collate information from a number of sources 1–4(b) distinguish between relevant & irrelevant information 1–4

(c) check the reliability of gathered data & information by comparing them with observations or information from other sources

1–4

(d) organise data using a variety of methods including diagrams, tables, spreadsheets & data bases 1–4

(e) critically analyse the accuracy of scientific information presented in mass media 1–4

(f) identify trends, patterns, relationships & contradictions in data & information 1–4

(g) apply mathematical concepts to assist analysis of data & information 1–4

4.18 with guidance, presents information to an audience to achieve a particular purpose

4.18 presenting information to:-(a) select, & use appropriately, types of texts for different purposes and contexts including a

discussion, explanation, procedure, exposition, recount, report, response or experimental record for oral or written presentation

1–4

(b) select & use an appropriate medium to present data & information 1–4

(c) select & use an appropriate method to acknowledge sources of information 1–4

(d) use symbols to express relationships, including mathematical ones, & appropriate units for physical quantities

1–4

(e) use drawings, diagrams, graphs, tables & flow charts to show relationships & present information clearly &/or succinctly

1–4

(f) select & draw the appropriate type of graph (from column graph, histogram, divided bar, sector or line graph) or diagram to convey information & relationships clearly & accurately 1–4

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A student:-4.19 draws conclusions based on

information available

Students learn to/about:-4.19 thinking critically to:-

(a) justify inferences in light of gathered information1–4

(b) identify data which support or discount an hypothesis, a question being investigated or a proposed solution to a problem 1–4

(c) predict outcomes & generate plausible explanations directly related to observations made 1–4

(d) make generalisations in relation to a relevant set of observations or experimental results 1–4

(e) anticipate &/or respond to problems as they arise in practical situations 1–4

(f) use models, including mathematical ones, to explain phenomena or make predictions 1–4

(g) use cause & effect relationships to explain ideas 1–4

4.20 uses an identified strategy to solve problems

4.20 problem-solving to:-(a) identify the nature of a presented problem 1–4(b) describe different strategies that could be employed to solve an identical problem 1–4

(c) use identified strategies to develop a range of possible solutions to a particular problem 1–4

(d) evaluate the appropriateness of different strategies for solving an identified problem 1–4

4.21 uses creativity & imagination to suggest plausible solutions to familiar problems

4.21 the use of creativity & imagination to:-(a) seek evidence to support claims 1–4(b) evaluate evidence for reliability & validity 1–4

(c) produce creative solutions for problems 1–4

(d) propose ideas that demonstrate coherence & logical progression 1–4

(e) apply critical thinking in the consideration of proposals 1–4

(f) formulate cause & effect relationships 1–4

4.22 undertakes a variety of individual & team tasks with guidance

4.22.1 working individually to:-(a) independently plan & conduct investigations, communicate information & understanding &

solve problems3

(b) set & work to realistic timelines & goals 3

(c) accept responsibility for maintenance of a safe working environment for themselves & others 3

(d) evaluate the effectiveness of their performance in completing tasks 3

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A student:-

4.22 undertakes a variety of individual & team tasks with guidance


4.22.2 working in teams to:-

(a) identify the specific roles needed when working in a team 1–4

(b) match the tasks to the team members according to the requirements of the task & the skills of the individual 1–4

(c) negotiate & allocate individual roles to members of the team 1–4

(d) accept specific roles in a team while planning & conducting investigations, communicating information & understanding & solving problems 1–4

(e) set & work to realistic timelines & goals as a team 1–4

(f) accept personal responsibility for maintenance of a safe working environment for the team 1–4

(g) monitor progress of the team towards completion of a task 1–4

(h) evaluate the process used by the team & effectiveness of the team in completing the task 1–4

VALUES AND ATTITUDES PROMOTED IN THE YEAR 8 PROGRAM

SYLLABUS OUTCOMES ADDRESSED IN UNIT(S)

A student:-

4.23 demonstrates confidence & a willingness to make decisions & to take responsible actions 1–4

4.24 respects differing viewpoints on science issues & is honest, fair & ethical 1–4

4.25 recognises the relevance & importance of lifelong learning and acknowledges the continued impact of science in many aspects of everyday life 1–4

4.26 recognises the role of science in providing information about issues being considered & in increasing understanding of the world around them 1–4

4.27 acknowledges their responsibility to conserve, protect & maintain the environment for the future 1–4

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