Overview / In this chapter students will be introduced to science and basic experimental methods. This chapter is an introduction to the subject of Science including identification of terms, laboratory skills and safety rules, experimental methods and team investigation. This chapter works towards the basics to the following requirement:
“They plan procedures for investigations that take into account the need for fair testing and use equipment that improves fairness and accuracy. They communicate their observations and data clearly, summarise their data where appropriate, and suggest improvements to their methods.” (Year 7 Australian Curriculum requirement).
Strand / Content description and elaborations
Science as a Human Endeavour / USE AND INFLUENCE OF SCIENCE
Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations
- relating regulations about wearing seatbelts or safety helmets to knowledge of forces and motion
Science Inquiry Skills / QUESTIONING AND PREDICTING
Identify questions and problems that can beinvestigated scientifically and makepredictions based on scientific knowledge
- working collaboratively to identify a problem to investigate
- using information and knowledge from previous investigations to predict the expected results from an investigation
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed
- developing strategies and techniques for effective research using secondary sources, including use of the internet
- working collaboratively to decide how to approach an investigation
- recognising the differences between controlled, dependent and independent variables
- learning and applying specific skills and rules relating to the safe use of scientific equipment
- using specialised equipment to increase the accuracy of measurement within an investigation
Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate
- use spreadsheets to aid the presentation and simple analysis of data
- understanding different types of graphical representation and considering their advantages and disadvantages
- using diagrammatic representations to convey abstract ideas and to simplify complex situations
Reflect on the method used to investigate aquestion or solve a problem, includingevaluating the quality of the data collected,and identify improvements to the method
- discussing investigation methods with others to share ideas about the quality of the inquiry process
- suggesting improvements to inquiry methods based on experience
- identify where science has been used to make claims relating to products and practices
Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate
Unit 1.1 A subject called science
Strand / Content descriptor andElaboration / Suggested teaching and learning strategies / Pearson science 7Resources / Register
Interactive Lessons:
Class Activity – Safety in the Laboratory / Pearson Reader
Science is important
Why is science important? Students will be want to know. Science is the way we endeavour to understand things in the world from the simplest creature to the most complicated technology. Ask students to consider how science plays a part in their lives.
The branches of science
Introduce the key branches of science:
- astronomy – the plants and universe
- ecology
Introduce the common tasks in science such as observing, classifying, making inferences and predictions, analysing their measurements and making models.
Encourage students how science is in everything – read the SciFile about the science of poo and discuss why this is useful / SB: p2
SB: p3
SB: p4
SB: p4 SciFile
Science as a Human Endeavour / USE AND INFLUENCE OF SCIENCE
Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations
- relating regulations about wearing seatbelts or safety helmets to knowledge of forces and motion
Scientific evidence has led to developments that including creating laws and regulation. These care for individuals and the community. This knowledge helps control a range of potential issues in society.
Activity Book 1.1 – Science and the law / SB: p 5 SHE
AB 1.1
Science Inquiry / PLANNING AND CONDUCTING
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed
- developing strategies and techniques for effective research using secondary sources, including use of the internet
EVALUATING
Use scientific knowledge and findings from investigations to evaluate claims
- identify where science has been used to make claims relating to products and practices
Unit assessment / Complete selected unit review questions / SB: p6 Unit review
Unit 1.2 The laboratory
Strand / Content descriptor and Elaboration / Suggested teaching and learning strategies / Pearson science 7 Resources / Register
Science Inquiry / QUESTIONING AND PREDICTING
Identify questions and problems that can beinvestigated scientifically and makepredictions based on scientific knowledge
- working collaboratively to identify a problem to investigate
- using information and knowledge from previous investigations to predict the expected results from an investigation
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed
- developing strategies and techniques for effective research using secondary sources, including use of the internet
- working collaboratively to decide how to approach an investigation
- learning and applying specific skills and rules relating to the safe use of scientific equipment
- using specialised equipment to increase the accuracy of measurement within an investigation
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions
- using diagrammatic representations to convey abstract ideas and to simplify complex situations
Class Activity – Safety in the Laboratory
Class Activity - Handling Liquids Safely / Pearson Reader
Different laboratories for different scientists
Introduce different types of laboratories for scientists, including considering / SB: p7–8
Equipment
Discuss and introduce students to different types of equipment.
- Glassware
- Balances
- Heating equipment (such as Bunsen burners)
- Other equipment used when heating (such as tongs or pegs)
Prac 1 – The Bunsen burner
Prac 2 – Investigating the flame
Heating a test-tube – Refer to Skill Builder
Activity Book 1.2 – The Bunsen burner / SB: p8–10
SB: p9 Skill Builder
SB: p14 Prac 1
SB: p15 Prac 2
SB: p10 Skill Builder
AB 1.2
Drawing equipment
Introduce students to specific cross-section diagrams for the main laboratory equipment.
Safety
Introduce safety rules. Or remind students of safety rules.
Activity Book 1.3 – Identifying laboratory equipment / SB: p11
SB: p11
AB: 1.3
Your local experts
Introduce your laboratory technician / SB: p11
science4fun – Fake wounds / SB: p13
science4fun
Science Inquiry
Unit assessment / Complete selected unit review questions
Activity Book 1.4 – Commonsense safety rules / SB: p12–13 Unit review
AB 1.4
Research Portfolio / SB: p13 Inquiring Q1–4
(2 max suggested)
Unit 1.3 Experiments
Content descriptor / Elaboration / Suggested teaching and learning strategies / Pearson science 7 Resources / Register
Science Inquiry / QUESTIONING AND PREDICTING
Identify questions and problems that can beinvestigated scientifically and makepredictions based on scientific knowledge
- working collaboratively to identify a problem to investigate
- using information and knowledge from previous investigations to predict the expected results from an investigation
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed
- developing strategies and techniques for effective research using secondary sources, including use of the internet
- work collaboratively to decide how to approach an investigation
- using specialised equipment to increase the accuracy of measurement within an investigation
Reflect on the method used to investigate aquestion or solve a problem, includingevaluating the quality of the data collected,and identify improvements to the method
- discussing investigation methods with others to share ideas about the quality of the inquiry process
- suggesting improvements to inquiry methods based on experience
Class Activity – Safety in the Laboratory
Class Activity - Handling Liquids Safely / Pearson Reader
science4fun – Magic candles / SB: p16science4fun
Practical activities
Introduce the concept of practical activities in science as a major way of learning. / SB: p17
Observations and measurements
Define different forms of observations and measurements that can be made in science. Introduce the concept that these need to be objective.
- Qualitative observations
- Quantitative observations
- Units
Activity Book 1.5 – Making observations
Activity Book 1.6 – Scale diagrams
Activity Book 1.7 – Taking measurements
Prac 1 – Hot, hotter, hottest / SB: p17
AB: 1.5
AB: 1.6
AB 1.7
SB: p22 Prac 1
Taking accurate measurements
Stress the importance of having measurements in science accurate. Comment on how easy it is to make mistakes.
Prac 2 – Taking measurements / SB: p18
SB: p23 Prac 2
Inferring and predicting
Explain inferences and predictions. Teacher companion activity encourages students to practice their predictions. / SB: p19
Teacher Companion
science4fun – The eyes have it / SB: p19 science4 fun
Science Inquiry / Inquiring questions 1 – 4 / SB: p21Inquiring Q1–4
Unit assessment / Complete selected unit review questions / SB: p20 to p21 Unit review
Research portfolio / SB: p21Inquiring Q1–4 (max 2 suggested)
Unit 1.4Communication
Content descriptor / Elaboration / Suggested teaching and learning strategies / Pearson science 7 Resources / Register
Science inquiry / PROCESSING AND ANALYSING DATA AND INFORMATION
Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate
- using spreadsheets to aid the presentation and simple analysis of data
- understanding different types of graphical representation and considering their advantages and disadvantages
- using diagrammatic representations to convey abstract ideas and to simplify complex situations
Tables
Introduce tables to students / SB: p24
Graphs
Introduce different types of graphs that can be used with experiments.
- bar and column graphs
- Pie graphs
- Line graphs
AB 1.8
Prac 1 – Hot drinks cooling
Prac 2 – Spaghetti predictions / SB: p29 Prac 1
SB: p30Prac 2
Scientific reports
Break down the scientific reports and explain each part:
- Aim
- Hypothesis
- Materials
- Method
- Results
- Discussion
- Conclusion
Science Inquiry / Inquiring task / SB: p28 Inquiring
Unit assessment / Complete selected unit review questions / SB: p27–28 Unit review
Research portfolio / SB: p28 Inquiring
Unit 1.5 Designing your own experiment
Strand / Content descriptor and Elaboration / Suggested teaching and learning strategies / Pearson science 7 Resources / Register
Science inquiry / QUESTIONING AND PREDICTING
Identify questions and problems that can beinvestigated scientifically and makepredictions based on scientific knowledge
- working collaboratively to identify a problem to investigate
- using information and knowledge from previous investigations to predict the expected results from an investigation
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed
- developing strategies and techniques for effective research using secondary sources, including use of the internet
- working collaboratively to decide how to approach an investigation
- recognising the differences between controlled, dependent and independent variables
Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate
- understanding different types of graphical representation and considering their advantages and disadvantages
Reflect on the method used to investigate aquestion or solve a problem, includingevaluating the quality of the data collected,and identify improvements to the method
- discussing investigation methods with others to share ideas about the quality of the inquiry process
- suggesting improvements to inquiry methods based on experience
Identifying variables
Define dependent, independent and controlled variables and explain how these work in an experiment / SB: p32
Students then follow the following steps to determine and design their experiment:
Developing a hypothesis
Developing your procedure
Putting your results in a table
Introduce tables and graphs to students in science.
Plotting a graph
Your conclusion
Activity Book 1.9 – Analysing an experiment
Prac 1 – Designing your own investigation
Student-designed activity / SB: p32
SB: p32
SB: p33
SB: p33
SB: p33
AB 1.9
SB: p35 Prac 1
Unit assessment / Complete selected unit review questions / SB: p34 Unit review
Research portfolio / SB: p34 Inquiring
Chapter Review
Suggested teaching and learning strategies / Pearson science 7Resources / Register
Complete the chapter review questions at the end of the chapter / SB: p36 Chapter review
Complete the Thinking scientifically questions at the end of the chapter / SB: p37Thinking scientifically
Reteach and relearn / Teachers companion
Quick quiz (revision) / Teachers companion
Interactive Quiz / Pearson Reader
Complete Activity book 1.10 – Literacy review / AB: 1.10
Review glossary of terms introduced in the chapter / SB: p38Glossary
Chapter Test / Pearson Reader
Program review and evaluation
TopicModifications required in program
Additional practicals and skill development
Assessment for learning strategies
Projects undertaken
Websites
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