year 7 science

sample program using examples from

Core Science 1 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 AreasA 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.

DomainsA student will gain knowledge and understanding of:-
  • models, theories and laws
  • structures and systems
  • interactions.

SkillsA 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.

1

UNIT I: Working as a ScientistText: Chapter 1: Working as a ScientistSuggested Time: 5 weeks

Syllabus Outcomes

/

Syllabus Content Statement

/ Essential Learning Experiences & Resources / Reg / Additional Experiences / Reg
A student:-
4.5describes areas of current scientific research.
4.1identifies historical examples of how scientific knowledge has changed people’s understanding of the world.
4.13clarifies the purpose of an investigation and, with guidance, produces a plan to investigate a problem.
4.14follows a sequence of instructions to undertake a first-hand investigation. / Students learn to/about:-
4.5current issues, research & developments to:
(a)describe some recent scientific
contributions made by male &
female scientists, including
Australians, & discuss the effect of
their contributions;
(d)identify possible career paths in
science.
4.1the history of science to:
(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.
4.13.3choosing equipment or resources to:
(c)describe ways to reduce the risk to
themselves & others when working
the laboratory or field.
4.14performing first-hand investigations to:
(f)demonstrate the use of safe &
hygienic work practices including
the correct use of safety equipment;
(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. / What is Science?
  • ‘Science Is’ activity 1, p 3
  • Explore the Branches of Science & People of Science, p 4
  • Investigate the achievements of noted scientists (Activity p26); use this as an opportunity to have the librarians induct the students into the use of the school library

The Laboratory

  • Draw a plan view of the laboratory incorporating all safety equipment
  • Familiarise students with the use of basic emergency equipment
  • Familiarise students with the school’s Science Safety Policy & obtain their commitment to it
  • Carry out equipment activities, pp 6-7
  • Access the learning object on the student CD Rom: science equipment

Experimenting

  • Explore the terms hypothesising, observing, inferring & concluding, p 10
  • Expt 1.1, p 11
  • Describe the operation of the Bunsen burner
  • Expt 1.2, p 12
  • Expt 1.3, p 13
  • Access the learning objects on the student CD Rom: pour & shake; Bunsen burner; heating substances in a beaker
/
  • ‘Think’ & ‘Imagine’ activities p5
  • Students may report to the class on the jobs of friends or relatives that are science-related
  • Extend this research task (Activity p 26) with a full class report
  • Safety activities, p 9 & various H/O’s
  • Investigate activity, p 11
  • Imagine activity, p 11
  • Investigate activity p 13

A student:-
4.13clarifies the purpose of an investigation &, with guidance, produces a plan to investigate problem.
4.16accesses information from identified secondary sources
4.17evaluates the relevance of data & information.
4.18with guidance, presents information to an audience to achieve a particular purpose.
A student:-
4.13clarifies the purpose of an investigation &, with guidance, produces a plan to investigate a problem.
4.20uses an identified strategy to solve problems.
4.22Undertakes a variety of individual and team tasks with guidance. / Students learn to/about:-
4.13.1identifying data sources to:
(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.
4.16gathering information from secondary
sources to:
(c)extract information from column graphs, histograms, divided bar & sector graphs, line graphs, composite graphs, flow diagrams, other texts & audio/visual resources
4.17processing information to:
(d)organise data using a variety of methods including diagrams, tables, spreadsheets & databases;
(f)identify trends, patterns, relationships & contradictions in data & information.
4.18presenting information to:
(e)use drawings, diagrams, graphs,
tables, databases, spreadsheets and flow charts to show relationships and present information clearly and/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.
(a)select, and 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.
Students learn to/about:-
4.13.2 planning first-hand experiences 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.
4.13.3choosing equipment or resources to:
(a)identify advantages & limitations of using particular laboratory equipment for a specific task;
(b)select appropriate equipment (including safety equipment) and/or resources to perform the task.
4.20problem-solving to:
(a)identify the nature of a presented problem;
(b)describe different strategies that could be employed to solve an identified problem.
4.22.1work individually to:
(a)independently plan & conduct investigations, communicate information & understanding & solve problems. /
  • Introduce the importance of skills in science, p201
  • Explain the importance of careful observation using the senses & the organisation of observations in tables, pp 14 & 208-209
  • Activities, p 210
  • Expt 1.4, p 14
  • Discuss the various forms of graphs in use & foster decision making on the form most appropriate for given data, pp 211-212
  • Provide opportunities for the use of line graphs, pp 214-215; activities, p 215
  • Familiarise students with use of the thermometer
  • Expt 1.5, p 16
  • Expt 1.6, p 16
  • Access the learning object on the student CD Rom: measuring temperature with a thermometer
  • Discuss the use of data loggers in recording data like temperature accurately (p.223)
  • Induction to the format for reporting on experimental investigations, pp 18-19; include ‘Think activities’, p 19
  • Provide opportunities for students to practise drawing scientifically laboratory apparatus to include in the ‘Method’ section of a report
  • Induct students into techniques used to measure mass & volume, pp 20-21
  • Video: ‘What’s this space?’ (15 min)
  • Expt 1.7, p 21
  • Access the learning object on the student CD Rom: beam balance
  • Explain the need for a ‘fair test’, ie controlling all but the experimental variable & assist students in identifying the independent & dependent variables, p 22
  • ‘Remember’ activities, p 22
  • Induct students into the process of investigating, ie: solving a problem by testing a hypothesis; a topic can be chosen from the list on p 240 & a controlled experiment designed, pp 240-246
/
  • Activities, pp 212-213
  • Using line graphs; activities p217
  • Activities, p 17
  • ‘Remember’ activities, p 19
  • Set up a demonstration & allow students to draw it, eg filtration, heating a crucible
  • Activities, p 21
  • ‘Think’ activity, p 22
  • Expt 1.8, p 23
  • Carry out the experiment designed

Class

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Date Commenced

/ Date Completed / Signed / Evaluation (Deviation from Program/Additional Experiences or Resources)
Assessment for Learning:
Assessment of Learning:

1

UNIT II: Chemical SubstancesText:Chapter 2: Separating ChemicalsSuggested Time: 5 weeks

Chapter 3: Solids, Liquids & Gases

Syllabus Outcomes

/

Syllabus Content Statement

/ Essential Learning Experiences & Resources / Reg / Additional Experiences / Reg
A student:-
4.7describes observed properties of substances using scientific models & theories. / Students learn to/about:-
4.7.5mixtures to:
(a)identify some common mixtures;
(b)identify, using examples, the importance of water as a solvent;
(c)describe aqueous mixtures in terms of solute, solvent & solution;
(d)identify situations where the processes of filtration, sedimentation, sieving, distillation, chromatography, evaporation, condensation, crystallisation & magnetic attraction are appropriate to separate components of a mixture. /
Introducing Mixtures
  • Familiarise students with some of the chemical terms in this chapter by doing the activity, p 29
  • Clarify the terms: solution, solute, solvent, dissolve, soluble, insoluble, p 30
  • Expt 2.1, p 29
  • Video: ‘Water’ (15 min)
  • Expt 2.3, p 31
  • ‘Remember’ & ‘Think’ activities, p 31

More Separating Techniques

  • Introduce some more complex terms: concentrated, dilute, saturated, sediment/precipitate, suspension, p 32
  • ‘Remember’ activities, p 33
  • Access the learning object on the student CD Rom: filtration & decanting
  • Students should gain confidence in the use of a range of separation techniques:
–filtration: (Demo) Expt 2.4, p 33
–decanting using a separating funnel – oil & water (demo), p 34
–distillation: Expt 2.5 (demo), p 34
–magnetic separation of sand & iron filings (demo)
  • Access the learning object on the student CD Rom: distillation
  • ‘Think’ activity, p 35
–centrifuging of muddy water (demo of centrifuge)
–chromatography: Expt 2.7, p 35 /
  • Physical vs chemical change
  • Expt 2.2, p 30
  • ‘Investigate’ activity, p 31
  • ‘Imagine’ activity, p 33
  • ‘Investigate’ activity, p 33
  • ‘Create’ activity, p 35
  • ‘Investigate’ activity, p 35

4.3identifies areas of
everyday life that
have been affected
by scientific
developments / 4.3applications & uses of science to:
(a)identify & describe examples of scientific concepts & principles that have been used in technological developments (including Australian examples) /
Industrial Applications
  • Use a flow diagram (see sequencing p 202) to summarise the process of sewage treatment, p37.
  • ‘Remember’ activities, p 37
  • Discuss other separation techniques used in industry: eg gravity separation; froth flotation; centrifuging in the medical & food industry, pp38-39.
  • Expt 2.9, p 38
/
  • ‘Think’ activity 2, p 37
  • Expt 2.10, p 41

A student:-
4.11identifies where resources are found, & describes ways in which they are used by humans
4.16accesses information from identified secondary sources.
4.17evaluates the relevance of data & information.
4.5describes areas of current scientific research.
4.20uses an identified strategy to solve problems.
4.7describes observed properties of substances using scientific models and theories / Students learn to/about:-
4.11natural resources to:
(b) give examples of resources from
living things & resources extracted
from the air, Earth & oceans.
4.16gathering information from secondary
sources to:
(a)use a range of sources, including databases, CD ROMs & the Internet, to access information.
4.17processing information to:
(a)collate information from a number of sources;
(b)distinguish between relevant & irrelevant information.
4.5current issues, research & developments
to:
(c)identify scientific skills that can be useful in a broad range of careers;
(d)identify possible career paths in science.
4.20problem-solving to:
(a)identify the nature of a presented
problem;
(b)describe different strategies that could be employed to solve an identical problem.
4.7.2properties of solids, liquids and gases to:
(a)relate properties of solids, liquids and gases to the particle model of matter.
4.7.1the particle model of matter to:
(a)describe the behaviour of matter in terms of particles that are continuously moving and interacting;
(c) relate an increase or decrease in
the amount of energy possessed by
particles to changes in particle
movement. /
  • Research Sydney’s water purification system. Encourage use of Internet, primary sources such as ‘Sydney Water’. Emphasise the importance of clean catchment areas.
  • Profile a scientist in the field (extension activity, p 44)
Reflection activity 1, p 45
Introducing Solids, Liquids & Gases (SLG)
  • Encourage thought about pre-existing concepts about solids, liquids & gases (SLG) (Activities 1&2, p 47)

The States of Matter

  • Properties of SLG, p 48
  • Expt 3.1, p 48
  • Expt 3.2, p 49
  • Access the learning object on the student CD Rom: properties of solids, liquids & gases
/
  • ‘Investigate’ activity, p 41
  • Research activity 2, p 45
  • Water quality debate, p 45
  • Activity 5, p 45
  • Activities, p 49

A student:-
4.7describes observed properties of substances using scientific models and theories
4.6identifies & describes energy changes & the action of forces in common situations.
4.9describes the dynamic structure of Earth and its relationship to other parts of our solar system and universe.
4.7describes observed properties of substances using scientific models and theories / Students learn to/about:-
4.7.2properties of solids, liquids & gases
to:
(c) explain density in terms of a simple
particle model;
(b)describe the physical changes that occur during observations of evaporation, condensation, boiling, melting and freezing.
4.7.3change of state to:
(a)relate changes of state to the motion of particles as energy is removed or added;
(b)relate energy transfers in melting and freezing, condensation, evaporation and boiling to the particle model.
4.6.1the law of conservation of energy to:
(d)quantitatively account for the total energy involved in energy transfers & transformations
4.9.5the hydrosphere to:
(a)describe the water cycle in terms of the physical processes involved.
4.7.1the particle model of matter to:
(b)describe expansion and contraction of materials in terms of a simple particle model.
4.7.2properties of solids, liquids & gases to:
(d)explain the changes in pressure of gases in terms of increases or decreases in frequency of particle collisions. /

Changing States

  • Relate SLG to density; ie mass of particles per unit volume/space
  • Expt 3.2, p 49 (NB a displacement can may be used)
  • ‘Remember’ activities, p 49
  • Use a schematic diagram to relate melting, freezing, evaporation/boiling, condensation, sublimation; describe each change & relate them to energy transfer. Emphasise that a physical change takes place.
  • Discuss the melting & boiling points of a range of substances, p 50.
  • ‘Using Data’ activities, p 51
  • Expt 3.3, p 51
  • Activities, p 64, can be used to explain the notion of ‘latent heat’, ie energy absorbed in the transformation of state
  • Discuss the prevalence of water in the air
  • Describe & illustrate the water cycle
  • Video: Water & Water Cycle
  • Expt 3.4 (demo only), p 52
  • Expt 3.5, p 52
Modelling the States
  • Familiarise students with the particle model of matter
  • Expt 3.7, p 55
  • Introduce the notion of air pressure, pp 54-55
  • ‘Think’ activity, p 55
  • Relate expansion & contraction to the particle model of matter
  • Access the learning object on the student CD Rom: changes of state
  • Expt 3.8, p 56
  • Expt 3.9, p 56
  • ‘Think’ activities, p 57
  • Access the learning object on the student CD Rom: expansion
  • Expt 3.13 (demo), p 65
/
  • ‘Think’, ‘Imagine’ & ‘Investigate’ activities, p 49
  • ‘Think’ activity, p 51
  • Demo of sublimation of iodine or dry ice
  • Expt 3.12, p 64
  • Describe & observe the common cloud types, p 53
  • Expt 3.6, p 53
  • Relate the particle model of matter to the diffusion of gases – demonstrate with perfume
  • Access the learning object on the student CD Rom: diffusion
  • ‘Imagine’ activity, p 55
  • ‘Using Data’ activities, p 57
  • ‘Investigate’ activities, p 57
  • Expt 3.14, p 65

Syllabus Outcomes

/

Syllabus Content Statement

/ Essential Learning Experiences & Resources / Reg / Additional Experiences / Reg
A student:-
4.2uses examples to illustrate how models, theories & laws contribute to an understanding of phenomena.
4.6 identifies and describes
energy changes and the action
of forces in common
situations
4.3identifies areas of everyday life that have been affected by scientific developments. / Students learn to/about:-
4.2the nature & practice of science to:
(c)apply scientific processes to test the validity of ideas & theories;
(e)use examples which show that scientists isolate a set of observations, identify trends & patterns & construct hypotheses or models to explain these.
4.6.6 heat energy to:
(a) identify processes of heat transfer by conduction, convection and radiation
4.3applications & uses of science to:
(a)identify & describe examples of scientific concepts & 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. /

Conduction, Convection & Radiation

  • Discuss the motion of heat by conduction, convection & radiation
  • Demo: Radiometer; Heat Conduction Comparator
  • Expt Bimetallic Strip
  • Expt 3.10, p 58
  • Access the learning object on the student CD Rom: heat transfer-conduction; heat transfer-convection; heat transfer-radiation
  • CD Rom activity – Heironymus (teacher notes available): to stimulate discussion on saving energy in a modern lifestyle
/
  • Expt 3.11, p 61
  • ‘Investigate’ activity, p 59
  • Expt 3.12, p 64
  • ‘Think’ & ‘Investigate’ activities, p 61
  • ‘Checking the Survey’ activity, p65
  • Video: Energy (15 min)
  • Discuss how models of heat transfer have influenced house design; pp 60-61
  • Access the learning object on the student CD Rom: cooling down
  • Video: Keeping Warm

Class

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Date Commenced

/ Date Completed / Signed / Evaluation (Deviation from Program/Additional Experiences or Resources)
Assessment for Learning:
Assessment of Learning:

UNIT III: Living Things & Their CellsText:Chapter 4: ClassificationSuggested Time: 5 weeks

Chapter 5: Cells

Syllabus Outcomes

/

Syllabus Content Statement

/ Essential Learning Experiences & Resources / Reg / Additional Experiences / Reg
A student:-
4.8describes features of living things. / Students learn to/about:-
4.8.2classification to:
(a)classify living things according to structural features & identifying that they have patterns of similarities & differences.
(b)identify a range of plants & animals using simple keys. / The need to classify
  • Discuss the importance of classification in society & science, pp 67-68
  • Living, non-living & dead; a basic level of classification discussed using ‘Think about’ activity, p 69
  • Access the learning object on the student CD Rom: living or non-living

Classification Keys

  • Describe the usefulness of dichotomous keys; emphasise use of structural characteristics
  • Familiarise students with both diagrammatic (p70) & descriptive (p 71) dichotomous keys
  • Activities, p 71
  • Access the learning object on the student CD Rom:
Dichotomous keys

Living Things

  • Students use the five kingdom classification system to categorise living things (Ref p102); cellular aspects studied later
  • Video: ‘Five Kingdom Classification’ (55min)
  • Access the learning object on the student CD Rom: five kingdoms; using a microscope
Animals
  • Illustrate the classification of animals (p 72) emphasising familiarity with distinguishing features
  • ‘Using Data’ & ‘Remember’ activities
  • Activities, p 73
  • Poster presentation of the five vertebrate groups; to include distinguishing features & examples of specimens
  • Activities, p 75
  • Illustrate the classification key of invertebrates (p 81) with distinguishing features
  • Activities, p 81
  • Identify invertebrate specimens using the dichotomous key, p 81
/
  • Activities, p 69
  • Draw a dichotomous key to identify a selection of lab apparatus
  • Classify organisms as heterotrophs vs autotrophs
  • ‘Think’ activity, p 73
  • Research the mammalian groups as part of the poster presentation (Ref pp 76-77)
  • Activities, p 79
  • Group research into one invertebrate group & report to class
  • Expt 4.2, p 83

Syllabus Outcomes

/

Syllabus Content Statement

/ Essential Learning Experiences & Resources / Reg / Additional Experiences / Reg
A student:-
4.8describes features of
living thingsdescribes features of living things. describes features of living things.
4.1identifies
historical
examples of how
scientific
knowledge has
changed people’s
understanding of
the world
4.2uses examples to illustrate how models, theories & laws contribute to an understanding of phenomena.
4.8describes features of living things. / Students learn to/about:-
4.8.4multicellular organisms to:
(a)identify that there is a wide range of multicellular organisms.
4.1 the history of science to:
(b)describe (using examples including those developed by Aboriginal peoples) ideas developed by different cultures to explain the world around them.
(f)describe historical cases where developments or improvements in technology have transformed science.
4.2 the nature and practice of science to:
(d)describe how an idea can gain acceptance in the scientific community as either theory or law.
4.8.1cell theory to:
(a)identify that living things are made
of cells.
(b)identify & describe the functions of: nucleus, cytoplasm, cell membrane, cell wall, chloroplast.
(c) identify that substances move into
and out of cells.
(d) distinguish between unicellular &
multicellular organisms. / Plants
  • Illustrate the classification key of plants (p 84) with distinguishing features
  • ‘Think’ activity 2, p 85, using plants in the school surrounds or each group brings a sample of plants to represent each plant group
  • Reflect on the “arbitrary” nature of classification; other viable models to the five kingdom classification including stimulus material, p 86
Introducing Cells
  • ‘Thinking about cells’ – Activities 1&2, p 93

Microscopy

  • Emphasise the link between the development of microscopy & the development of cell theory
  • Draw up a timeline with important events in microscopy & cell theory, pp 94-95; use other references if possible
  • Compare & contrast light microscopes (monocular & stereo) with electron microscopes, pp 96-97
  • Use a flow diagram to describe how to set up a microscope for the viewing of slides
  • Expt 5.2, p 99
  • ‘Think’ activities, p 99
  • Familiarise students with techniques used to observe & draw microscopic specimens, pp100-101
  • Provide opportunities to draw cells from prepared slides, eg amoeba, paramecium, euglena, volvox
  • Describe the need to stain specimens
  • Expt 5.6, p 101
  • Video: Introducing the Cell
/
  • ‘Remember’ & ‘Investigate’ activities, p 85
  • Activities, p 87
  • View fern spores under a stereo microscope
  • ‘Reflection’ Activity 2, p 91
  • Expt 5.1, p 95
  • ‘Investigate’ activity, p 95
  • Provide opportunities for use of the stereomicroscope (‘Investigate’, p 97)
  • ‘Using Data’ activity, p 99
  • ‘Create’ activity, p 99
  • ‘Investigate’ activity, p 99
  • Expt 5.4, p 101
  • Expt 5.5, p 101

A student:-
4.8describes features of living things / Students learn to/about:-
4.8.3 unicellular organisms to:
(b)explain that reproduction in unicellular organisms takes place by cell division.
4.8.4multicellular organisms to:
(b)identify that tissues, organs & organ systems in multicellular organisms consist of different types of cells.
(c) explain why multicellular organisms require specialised organs and systems
4.8.3unicellular organisms to:
(a)identify the beneficial and harmful effects that microorganisms can have on living things and the environment. /
  • Use a poster presentation to illustrate the cellular differences between the five kingdoms of living things; emphasise uni- vs multicellular organisms, p 102
  • Familiarise students with the structure & function of basic organelles: cell wall, cell membrane, nucleus, vacuole, chloroplast, mitochrondria, p 103
  • Describe cell division in unicellular organisms.
  • Students should become familiar with the way in which cells become specialised by illustrating animal cells (p 104) and/or plant cells (p 106); include an understanding of the terms ‘tissue’ & ‘organ’
  • Access the learning object on the student CD Rom: cell jobs
  • ‘Remember’ & ‘Using Data’ activities, p 105
  • ‘Think’ activity, p 107
  • Provide arguments for viruses being classed as living or non-living
  • Video: ‘Microbeasts & Disease’ (18 min)
  • Research beneficial & harmful microbes, including bacteria, fungi & viruses
/
  • ‘Create’ activity, p 103
  • Expt 5.7, p 105
  • Expt 5.8, p 107
  • ‘Remember’ & ‘Using Data’ activities, p 107
  • ‘Create’ activity, p 99
  • Activities, p 109
  • ‘Reflection’ activities, p 113
  • Present research on beneficial & harmful microbes to class

Class

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Date Commenced