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Year 7 Work Program

Course Overview

Term Section Assessment Approximate Timing

1What is Science

Solids, Liquids and Gases

Unit 1 TestAssignment – Scientific ReportUnit 2 Test

Week 5Week 6Week 10

2Mixtures

Our Planet Earth

Unit 3 TestAssignment – Camp Related or Advertisement –Rocks & MineralsUnit 4 Test

Week 14

Week 16Week 18

3Heat, Light and Sound

The SensesClassification

Unit 5 TestAssignment – ModelUnit 6 TestUnit 7 Test

Week 4Week 6Week 7Week 10

4Forces

Astronomy

Unit 8 TestAssignment – Research/BrochureUnit 9 Test

Week 14Week 16

Week 18

UNIT 1 Being a Scientist

Essential Learnings included in this section. Yr 7

Use appropriate diagrams and symbols when reporting on their investigations Plan and conduct scientific investigations including considering requirements for fair testing Interpret data and draw conclusions that are consistent with the data and relate to the hypotheses Justify their choice of instruments and accuracy of their measurements, taking into account variables, commenting on the reliability of the procedures.

Section Learning Strategies Practical Activities Homework Book Worksheets

Companion Website Activities

Other resources

What is ScienceWhat is a ScientistThe Science LabSafety Rules - Lab

Visual - SpatialVerbal – Linguistic Interpersonal, Intrapersonal

Research into past scientists – branches or disciplines of science.

Demonstration – what is safe / not in the lab

1.1 Commonsense safety rules

Researching scientistsResearching inventionsResearching abbreviations, symbols and meanings

Clickview – Learning FederationScientists – what they do

Science EquipmentEquip Yourselves

Visual – SpatialVerbal – LinguisticBodily - Kinaesthetic

Prac 1 What is it – Identifying equipment

1.2 Science equipment word find1.3 Identifying scientific equipment

D/D Lab Equipment

The Bunsen Burner Visual – SpatialVerbal – LinguisticBodily – Kinaesthetic

Prac 1 Lighting a Bunsen Prac 2 Investigating the flamePrac 3 How hot is HOT

1.4 The Bunsen Burner I/A (Interactive Animation) Lighting a Bunsen Burner

Observing and Measuring

Visual – SpatialVerbal – LinguisticBodily - KinaestheticLogical - Mathematical

Prac 1. The burning questionPrac 2. Taking measurementsPrac 3. How massivePrac 4. Measurements and predictions

1.5 Observe & Measure1.6 Metric units of measurement

Scientific ReportsReporting for Duty

Visual – SpatialVerbal – LinguisticBodily – KinaestheticLogical - Mathematical

Prac 1. Spreading puddles - graphing

Assessment Task OneWriting a scientific Report – Designing and completing an experiment to test a theory

Technology Activity CSIRO Education Centre Material - Experiments

How Scientists Work

Review of chapter


Prac 1. Answering a question with an experimentPractical Assessment - Observations

1.7 Scientist crossword1.8 Sci-wordsAssessment – Book & HW BookKnowledge and Scientific Process Test

Interactive Crossword

Vocabulary Unit One1. scientist experiment observations hearing taste branches corrosive answers five senses sight smell touch disciplines poisonous2. equipment cross-section Bunsen burner collar airhole safety flame3. qualitative quantitative measurements inference predictions units metric system imperial units mistake errors reading errors parallax error mass matter electronic balance 4. aim hypothesis apparatus method results observations tabulated discussion analysis conclusion fair test variables

UNIT 2 Solids Liquids and Gases

Essential Learnings lncluded in this Section . Yr 7

Expand their knowledge of science to include abstract concepts, theories, principles and models drawn from biological, chemical, earth, environmental, physical and space sciences

Develop their understanding through the use of science ideas (theories, laws, principles and models) applied in particular situations Test formal understandings in controlled studies using appropriate experimental tools Design controlled experiments and present fate in appropriate spreadsheet and graphical from, using diagrams and symbols to summarise procedures Use a range of tools: eg computer models, images and simulations, to explain and interpret observations Practise safe, responsible and ethical behaviour when conducting investigations using standard equipment and chemicals

Vocabulary Unit Two1. matter solid liquid gas phases particle bonded compressible incompressible diffuse Brownian Motion diffusion 2. melting melting point freezing solidification solidify evaporation vaporisation boiling point condensation sublimation3. expansion contraction pressure pre-stressing4. density dense mass volume floating sinking



Other resources

The Particle Model

Brownian Motion

Visual - SpatialVerbal – Linguistic Interpersonal, Intrapersonal

Prac 1. Silly PuttyPrac 2. CompressibilityPrac 3. Diffusion of food dye

2.1 The Story of Robert Brown

Interactive AnimationThe Particle Model

Clickview –Solids Liquids Gases

Changes of State Visual – SpatialVerbal – LinguisticBodily - Kinaesthetic

Prac 1. Ice to water to steam temp. graphRole Play

2.2 Changes of state Interactive animation - Solids↔Liquids↔GasesSublimationD/D Changes of State

Expansion Visual – SpatialVerbal – LinguisticBodily – KinaestheticLogical - Mathematical

Prac 1. Ball and HoopPrac 2. An expansion gaugePrac 3. The bimetallic strip

2.3 Expansion graphs Web DestinationsResearch - Investigation

Density Visual – SpatialVerbal – LinguisticBodily - KinaestheticLogical - Mathematical

Prac 1. Density of cubesPrac 2. Density of irregular objectsPrac 3. Density of liquids

2.4 Density calculations Interactive animationWeb destinationsSurfing - researching

Clickview – Learning FederationChemical scienceGoing down and burning upSlime emergency

Chapter Review Visual – SpatialVerbal – LinguisticLogical – MathematicalBodily - Kinaesthetic

Design a prac to demonstrate density – testing a variety of objects

2.5 Solids, Liquids, Gases crossword2.6 Sci-wordsKnowledge and Scientific Process Test

CSIRO Education Centre Material - Experiments

UNIT 3 Mixtures

Essential Learnings Included in this Section. Yr 7

Expand their knowledge of science to include abstract concepts, theories, principles and models drawn from biological, chemical, earth, environmental, physical and space sciences.

Develop their understanding through the use of science ideas (theories, laws, principles and models) applied in particular situations. Discuss and elaborate particular theoretical knowledge or ways of working in areas of personal or public concern, interest or vocation, including

researching scientific ideas. Practise safe, responsible and ethical behaviour when conducting investigations using standard equipment and chemicals Develop ideas about the responsible use and disposal of materials Demonstrate procedures for preparation and separation Design investigations that include measurement, using standard laboratory instruments and equipment and methods to improve accuracy in

measurement Make systematic observations and interpret recorded data appropriately, according to the aims of the study Justify their choice of instruments and the accuracy of their measurements, commenting on the reliability of the procedures, the measurements used

and the conclusions drawn against the prediction or hypothesis investigated Use appropriate diagrams and symbols when reporting on their investigations Work effectively in a group to use science ideas to make operating models of devices Make and use models and images from computer software to interpret and explain observations

Vocabulary Unit Three1. solution solvent soluble concentrated saturated sediment dispersion medium emulsifier gel solute transparent insoluble dilute suspension colloid emulsion foam2. decanting sieving filtration residue filtrate centrifuge electrostatic precipitators liberation gangue3. evaporate crystals distillation distilled fractions absorption medium crystallisation salt pans distillate crude oil fractional distillation chromatography4. water supply waste water water consumption chorine fluoride lime soda ash electrolytes floc flocculation stand pipe sewage sewerage septic tank activated sludge process aeration tank settling tank pebble-bed filters



Other resources

Types of Mixtures Visual - SpatialVerbal – Linguistic Interpersonal, Intrapersonal

Prac 1. Testing solubility in waterPrac 2. Temperature and solubilityPrac 3. Surface area and solubility

3.1 Representing mixtures3.2 Types of mixtures wordfind

Interactive AnimationComponents of a solution. Formation of a solutionCompanion Website: Mixtures. Researching Mixtures.

Clickview - Science topics - Mixtures

Excursion to local Brewed Drinks factory

Separating Solids from Mixtures

Visual – SpatialVerbal – LinguisticBodily - Kinaesthetic

Prac 1. FiltrationPrac 2. Magnetic separationPrac 3. Froth flotation

3.3. Applications of filtering at home

D/D Separating solids from liquids

Surfing – Researching Dialysis

Modelling –Filtration at work

Separating Soluble Substances from Mixtures

Visual – SpatialVerbal – LinguisticBodily – KinaestheticLogical - Mathematical

Prac 1. Separation by evaporationPrac 2. DistillationPrac 3. Chromatography of textas and smarties

3.4 Using chromatography

Web Destinations:Water hardness, solar stillsQuick time video: Paper chromatography of ink

Surfing – Researching ‘hard’ and ‘soft’ waterInvestigating – the separation of complex mixtures

Water Supply and Sewage


Prac 1. Water PurificationPrac 2. Testing flocculaton chemicals

3.5 Using water wisely Interactive animationWater treatment

Clickview :Learning FederationReef Guardian ActivitiesResearching – Water & Sewage. Thomas Crapper


3.6 Mixtures crossword

3.7 Sci-words

Interactive crossword:Mixtures

Review questions

CSIRO Education Centre Material – ExperimentsCatalyst – ABC TV 4-Corners ABC TV

UNIT 4 Our Planet Earth


Expand their knowledge of science to include abstract concepts, theories, principles and models drawn from Earth sciences, applying these to particular situations for example, modelling earthquakes as examples of geological processes

Explore how scientific work has led to the discovery of new knowledge and understanding about the natural world and changed our understanding of ourselves and our possible destiny.

Use a range of tools, for example, computer models, images and simulations, to explain and interpret observations. Practise safe, responsible and ethical behaviour when conducting investigations using standard equipment and chemicals Explain the relationships, past and present, in living and non-living systems, in particular ecosystems, and human impact on these systems Use time scales to explain the changing Earth and its place in space Make systematic observations and interpret recorded data appropriately, according to the aims of the study. Work effectively in a group to use science ideas to make operating models of devices. Interact – via field studies – rock formations at 1770, dune and beach studies, wave action, tides and weathering

Vocabulary Unit Four

1. lithosphere volcanic activity earthquakes magnetic field cosmic rays tectonic plates convection currents volcanoes continent2. earthquake seismologists seismometer seismograph focus epicentre Richter scale Mercalli scale aftershock tsunami3. active dormant extinct dead eruptions fissures fume magma magma chamber lava hydrogen sulphide volcanic dust ash lahar jet-stream winds volcanic bombs

4. weathering erosion sediment mechanical weathering expands decomposition acid rain5. air atmosphere jet-stream winds ozone ultraviolet radiation thermosphere aurora meteor oxygen carbon dioxide nitrogen visible light infra- red greenhouse gases global warming hole chlorofluorocarbons6. expands convection evaporating condenses rain sleet snow low high cyclone hurricane typhoon



Other resources

What on Earth Visual - SpatialVerbal – Linguistic Interpersonal, IntrapersonalInquiry, LocatingResearchingImagining and Constructing

Prac 1. Planet Egg 9.1 Cut-away Earth Web Destinations:Tectonic platesResearching Planet Earth

Clickview – Learning FederationOur Planet Earth

Earthquakes Visual – SpatialVerbal – LinguisticBodily – KinaestheticImagining – A tsunami warning systemResearching

Prac 1 Building a seismometer

9.2 Earthquake epicentres9.3 The Mercalli Earthquake scale9.4 Earthquake statistics9.5 Tsunami statistics

Web Destinations:Animations and pictures of earthquake activity

Videos EarthquakesClickview – ScienceGeology studies

Volcanoes Visual – SpatialVerbal – LinguisticBodily – KinaestheticLocating – atlasConstructing – VolcanoCooking – making rock types

Prac 1 Volcanic cloudsPrac 2 In conjunction with Yr5 students – make volcanoPrac 3. Make igneous rocks, metamorphic and conglomerate - cooking

9.6 VolcanoD/D: Erupting volcano

Web Destinations:Volcanic Eruptions

Videos – Movement of the earth VolcanoesMt St Helen’s volcanic dust – personally collected in 1980

Weathering and erosion

Visual – SpatialVerbal – LinguisticBodily - KinaestheticResearching: dictionary / erosion/ gargoyles

Prac 1. You’re cracking me upPrac 2. Acid rain

Assessment task – related to camp activities or Toothpaste advertisement – the minerals within

QLD Resources CouncilScience Rocks materialYr 7 camp to 1770 and Bustard Head – study of rock formations and how they formedMulti Media Presentation

The Atmosphere Visual – SpatialVerbal – LinguisticBodily – KinaestheticLogical – Mathematical collecting temperature dataResearching the atmosphere/global warmingInterpreting evidence: Global warming

Prac 1. An already wet planetPrac 2. An even wetter planet

Web Destinations:

Greenhouse gases

Weather

Chapter Review

Visual – SpatialVerbal – LinguisticBodily - KinaestheticLogical – MathematicalObserving and interpreting satellite photos Collecting and interpreting weather details from local newspaper

Prac 1. Making clouds 9.7 Cloud Types

9.8 Our planet Earth Crossword9.9 Sci-wordsKnowledge and Scientific Process TestAlternative assessment on a specific area of interest to the students TBA

Companion Website:Satellite photos of weather patternsInteractive Animation:The water cycle

Interactive crossword:Our planet EarthReview questions

Bundaberg City Council – Water Education for you and Your SchoolResources

Catalyst – ABC TV

UNIT 5 Heat, Light and Sound

Essential Learnings Included in this Section Yr 7

Expand their knowledge of science to include abstract concepts, theories, principles and models drawn from chemical and physical sciences. Develop their understanding through the use of science ideas (theories, laws, principles and models) applied in particular situations. Discuss and elaborate particular theoretical knowledge or ways of working in areas of personal or public concern, interest or vocation, including

researching scientific ideas expressed in science magazines and science fiction texts. Practise safe, responsible and ethical behaviour when conducting investigations and using standard equipment and chemicals. Use a range of tools, for example, computer models, images and simulations, to explain and interpret observations. Use the particle model to explain structure and properties of matter. Use everyday examples of machines, tools and appliances to show how the thermodynamic model describes energy and change. Work effectively in a group to use science ideas to make operating models of devices. Make and use models and images from computer software to interpret and explain observations.

Vocabulary UNIT Four

1. heat energy light energy sound energy electrical energy chemical energy nuclear energy kinetic energy gravitational energy elastic energy Conversion inefficient efficient fossil fuel

2. temperature conductors conduction insulators insulation R rating convection Celsius Fahrenheit Kelvin radiation electromagnetic wave emit absorbed reflected transmitted thermos flask

3. luminous incandescent shadows penumbra regular reflection law of reflection plane mirror lateral inversion concave mirror real image convex mirrors non-luminous bioluminescent umbra reflection diffuse reflection normal virtual mirror curved mirrors inverted focus



Other resources

Energy Visual - SpatialVerbal – Linguistic Interpersonal, IntrapersonalResearching energy

Prac 1. Chemical energyPrac 2. Releasing the Sun’s energy

4.1 Energy changes D/D: Forms of energy

Web Destinations: Energy

Clickview - Science topics – Energy and change

Heat Visual – SpatialVerbal – LinguisticBodily – KinaestheticLogical - MathematicalDesigning – Energy eff. homeConstructing – Heat devicesInvestigating - CandlesSurfing - Heat

Prac 1. Comparing MaterialsPrac 2. Comparing metalsPrac 3. Conduction in waterPrac 4. InsulatorsPrac 5. Convection currentsPrac 6 Radiation emissionPrac 7 Radiation absorption

4.2 Other temperature scales

Interactive Animation:Heat radiation

Web Destinations:Radiation and Heat transfer

Surfing – Researching Dialysis

Modelling –Filtration at work

Light Visual – SpatialVerbal – LinguisticBodily – KinaestheticLogical – MathematicalResearching - Light

Prac 1. The pinhole cameraPrac 2. The Law of ReflectionPrac 3. Image locationPrac 4. The periscopePrac 5. Making

4.3 Applications of laser light

Web Destinations:LightInteractive Animation:Shadow formationReflect

Surfing – Researching light

RainbowsPrac 6. Curved Mirrors

Sound Visual – SpatialVerbal – LinguisticBodily - KinaestheticLogical – MathematicalConstructing: Musical InstrumentImagining:Thunder/lightening

Prac 1. Sound in a vacuumPrac 2. A sound cannonPrac 3. The speed of soundPrac 4. Measuring cylinder resonance

4.4 A sonic shock wave generator

4.5 Morse Code

Companion Website:The bullroarerResearching sound

Clickview :Learning Federation – SciencePhysicsVideos


4.6 Heat, Light and sound crossword4.7 Sci-words

Assessment – Knowledge and Scientific Process TestAlternative Ongoing assessment TBA

Interactive crossword:Heat, Light and Sound

Review questions

CSIRO Education Centre Material - Experiments

UNIT 6 The Senses


Expand their knowledge of science to include abstract concepts, theories, principles and models drawn from biological sciences. Develop an understanding of themselves as organisms composed of different cells and systems working together. Develop their understanding through the use of science ideas (theories, laws, principles and models)applied in particular situations. Discuss and elaborate particular theoretical knowledge or ways of working in areas of personal or public concern, interest or vocation, including

researching scientific ideas expressed in science magazines and science fiction texts. Practise safe, responsible and ethical behaviour when conducting investigations using standard equipment and chemicals Explain how different cells work together. Analyse what is needed for living things to survive, thrive or adapt, now and in the future. Identify, analyse and ask their own questions in relation to scientific ideas or issues of interest.

Vocabulary UNIT 6

1. sight hearing taste touch smell eye orbits binocular vision rods cones colour blindness accommodation short-sighted myopia long-sighted hyperopia presbyopia contact lenses PRK LASIK

2. pinna auditory canal hammer stirrup cochlea semicircular canals partial deafness bionic ear ear canal ossicles anvil oval window auditory nerves deafness cochlea implant tinnitus

3. olfactory cells olfactory nerves papillae taste buds saliva flavour sevaceous glands sweat glands acne pimples pus dermatitis eczema warts Freckles melanin moles basal cell carcinoma squamous cell carcinoma melanoma ultraviolet (UV) radiation



Other resources

Sight Visual - SpatialVerbal – Linguistic Interpersonal, IntrapersonalLogical - MathematicalResearching sightConstructing Eye chartsCollecting data – statsInvestigating Angle of vision

Prac 1. Eye TestsPrac 2. Persistence of visionPrac 3. Eye dissectionPrac 4. What colour is that?

5.1 The eye

5.2 Senses and codes

Assessment Task:Construct a model – prototype – test and write report.Bike Helmet – Egg head

D/D: The eyeInteractive Animation:The eyeWeb Destinations:Online dissection of a cows eye

Clickview - Science topics - eyes

Construct models located in the library

Hearing Visual – SpatialVerbal – LinguisticBodily - Kinaesthetic

Prac 1. Hearing tests #1Prac 2. Hearing tests #2Teacher demonstrationPrac 3. Modelling hearing difficultiesPrac 4. Reading decibels

5.3 The ear

5.4 Hear, Hear!

5.5 The sonic spectrum

D/D: The ear

Web Destinations: The ear

Surfing – Researching the ear and hearing

Investigating – Sound levelsConstruct models located in the library

Smell, Taste and touch

Chapter Review

Visual – SpatialVerbal – LinguisticBodily – KinaestheticLogical – MathematicalResearching the senses and perfume Investigating taste trickery

Prac 1. Smell fatiguePrac 2. taste regionsPrac 3. Brand name versus no namePrac 4. Skin receptors

5.6 The skin

5.7 The senses crossword5.8 Sci-wordsTest – knowledge and scientific process

D/D: the skin

Web Destinations: The skin and noseInteractive crossword: The sensesReview questions

Surfing: companion website – the nose and skinResearching the sensesClickview – videos The senses

UNIT 7 Classification


Expand their knowledge of science to include abstract concepts, theories, principles and models drawn from biological sciences. Apply to particular situations, for example, relating sustainability to the requirements for species survival

Develop an understanding of themselves as organisms composed of different cells and systems working together. Explore how scientific work has led to the discovery of new knowledge and understanding about the natural world and changed our understanding of

ourselves. Prepare and present a report of their investigations in a variety of formats. Develop confidence in justifying their selection of equipment and

procedures, the type of data collected and its relationship to the question under investigation. Use basic sampling procedures when conducting fieldwork

Practise safe, responsible and ethical behaviour when conducting investigations using standard equipment and chemicals Explain the relationships, past and present, in living and non=-living systems, in particular ecosystems, and human impact on these systems Analyse what is needed for living things to survive, thrive or adapt, now and in the future. Explain how the observed characteristics of living things are used to establish a classification system.

Vocabulary UNIT 7

1. characteristics organism heterotrophs cellular respiration endothermic warm-blooded ectothermic photosynthesis autotrophs stomata response sexual asexual growth cells stimulus2. taxonomy kingdoms phylum classes families genus vertebrates invertebrates bryophytes binomial name dichotomous taxonomist phyla major groups orders genera species chordate vascular fertile key tabular 3. chordates bonyfish jawless fishes marsupials monotremes polyps arthropods insects centipedes millipedes arachnids roundworms segmented worms notochord cartilaginous fishes mammary glands placental mammals cnidarians medusas exoskeleton insecta chilopoda diplopoda crustacians flatworms4. botany angiosperms conifers ginkgo spores bacteria vascular bundles flowering plants cycads ferns bryophytes



Other resources

Being Alive Visual - SpatialVerbal – Linguistic Bodily – KinaestheticInterpersonal, IntrapersonalImagining

Prac 1. Light and photosynthesis

Prac 2. Mustard seeds

Clickview – Learning Federation Biology topics

From Kingdom to Species

Visual – SpatialVerbal – LinguisticBodily – KinaestheticImagining – New species found!Researching - Taxonomists

Prac 1. Making a pasta keyPrac 2. Classifying your pencil case

6.1 Sifting and sorting

6.2 Scientific naming

D/D: Organising living things

Companion Website: The animal kingdomResearching animal classification

Videos - Clickview

Animal Classification Visual – SpatialVerbal – LinguisticBodily – KinaestheticResearching animal classificationInterpreting ideas – Aboriginal classification

Prac 1. Perch dissection

Prac 2. study of preserved invertebrates

6.3 Sorting animalsD/D: animal classification

Web Destinations:The Animal Kingdom

Videos – animal classification – dichotomous key

Plants and other Kingdoms

Visual – SpatialVerbal – LinguisticBodily - KinaestheticResearching: fungal

Prac 1. Dichotomous key of plants

D/D: Parts of a flower

D/D: Summarising classification

Multi media – Clickview and Learning FederationSelected Topics of relevance

infections, botanistsAnalysing

More on KEYSVisual – SpatialVerbal – LinguisticBodily – KinaestheticLogical – Mathematical

Prac 1. Constructing Keys

Chapter Review

Visual – SpatialVerbal – LinguisticBodily - KinaestheticLogical – Mathematical

6.4 Classification crossword 6.5 Sci-words

Knowledge and Scientific Process TestAlternative assessment on a specific area of interest to the students TBA

Companion Website:

Interactive crossword:Classification

Review questions

UNIT 8 FORCES


Expand their knowledge of science to include abstract concepts, theories, principles and models drawn from biological, earth, environmental and physical sciences.

Apply these to a particular situation, for example, using gear systems to demonstrate the relationship between force and energy Develop their understanding through the use of science ideas applied in particular situations. Explore how scientific work has led to the discovery of new knowledge and understanding about the natural world and changed our understanding of

ourselves an dour possible destiny. Design controlled experiments and present data in appropriate spreadsheet and graphical form, using diagrams and symbols to summarise procedures. Prepare and present a report of their investigations in a variety of formats. Use everyday examples of machines, tools and appliances to show how the thermodynamic model describes energy and change and force and motion. Demonstrate safe, technical uses of a range of instruments and chemicals Design investigations that include measurement, using standard laboratory instruments and equipment and methods to improve accuracy in

measurement. Make systematic observations and interpret recorded data appropriately, according to the aims of the study. Work effectively in a group to use science ideas to make operating models of devices Identify, analyse and ask their own questions in relation to scientific ideas or issues of interest.

Vocabulary UNIT 8

1. force acceleration motion deceleration direction shape elastic push twist pull contact non-contact newtons2. friction air resistance heat drag streamlined lubricated polishing waxing ball bearings traction polishing roll hovercraft lose traction3. gravity attracts mass weight4. balanced forces unbalanced forces overall force moving not moving pull of gravity constant speed weight lift airfoil aerofoil lower pressure thrust drag streamlined5. buoyancy dense cohesion surface tension6. magnets attraction poles magnetic forces repulsion like unlike magnetite lodestones domains aligned electromagnet permanent magnets magnetic field compasses magnetic field lines temporary magnets



What are FORCES? Visual - SpatialVerbal – Linguistic Interpersonal, IntrapersonalResearching - NewtonConstructing – Roller ball

Prac 1. Measuring ForcesPrac 2. Build your own force-measuring device

7.1 Pressure Companion Website: Surfing - Forces

FRICTIONSlowing Down and Getting Moving

Visual – SpatialVerbal – LinguisticBodily – KinaestheticLogical - MathematicalImagining / investigating a friction free worldLooking back – Ancient Egypt

Prac 1. Bumps and hollowsPrac 2. Measuring Friction

7.2 Skateboarding forces – the ollie

Companion Websites: Surfing SkateboardingMeasuring Friction – (Prac)

Clickview: Forces video

GRAVITYDown Force

Visual – SpatialVerbal – LinguisticBodily – KinaestheticLogical - MathematicalInvestigating – falling objectsSurfing – research average and world record massesImagine – gravity-free world

Prac 1. Jumping on another planetPrac 2. Measuring mass and weight

Interactive animation:Gravity

Balanced Forces and Unbalanced Forces

Visual – SpatialVerbal – LinguisticBodily - KinaestheticResearching: the history of flight

Prac 1. Tug of warPrac 2. Creating lift

7.3 Flight forces Interactive Animation: force combinationsWeb Destinations: Aircraft forces

Constructing: Wonky towersInterpreting ideas: HelicoptersModelling: making an air foil

Clickview: Science - Pulleys

Forces in Water Visual – SpatialVerbal – LinguisticBodily – KinaestheticLogical – Mathematical collecting temperature dataResearching the atmosphere/global warmingInterpreting evidence: Global warmingConstruction – A paper boat

Prac 1. What water doesPrac 2. How do ship float? Prac 3. A special case of floatingPrac 4. Propelled boatsPrac 5. Milk patterns

7.4 A paper boat Web Destinations:

Researching the DEAD SEA

Magnetic Forces

Chapter Review

Visual – SpatialVerbal – LinguisticBodily - KinaestheticLogical – MathematicalResearching: magnetic fieldsResearching: symbols for the elements

Prac 1. Attracting and repellingPrac 2. Getting magneticPrac 3. Magnetic fieldsPrac 4. Shielding

7.5 Magnets7.6 Forces crossword7.7 Sci-words

Knowledge and Scientific Process TestAlternative assessment on a specific area of interest to the students. TBA

Companion Website:CompassesResearching magnetic fields and symbols of elementsD/D: Summing up forcesInteractive crossword: Forces

Review Questions

UNIT 9 EARTH AND SPACE


Expand their knowledge of science to include abstract concepts, theories, principles and models drawn from earth, environment, physical and space sciences and apply these to particular situations.

Explore how scientific work has led to the discovery of new knowledge and understanding about the natural world and changed our understanding of ourselves and our possible destiny.

Discuss and elaborate particular theoretical knowledge or ways of working in areas of personal or public concern, interest or vocation, including researching scientific ideas.

Use a range of tools for example, computer models, images and simulations to explain and interpret observations Use time scales to explain the changing Earth and its place in space. Distinguish ideas about the Universe that have a scientific basis from those that do not. Use physical and theoretical models to investigate geological

processes Work effectively in a group to use science ideas to make operating models of devices

Vocabulary UNIT 9

1. day night year axis leap year seasons solstice equinoxes2. telescope maria phases lunar new moon full moon tides lunar eclipse3. photosynthesis food chain radiation nuclear fusion sunspots solar flares prominences solar wind aurorae Southern Lights aurora australis4. day year planetesimals terrestrial planets



Other resources

Earth’s movement in space

Visual - SpatialVerbal – Linguistic Logical – MathematicalInterpersonal, IntrapersonalConstructing / imagining

Prac 1. A model Earth 8.1 Sunrise, sunset Interactive Animation: Earth’s movement in space

Clickview - Science topics – Solar SystemPlanet earth

The Moon Visual – SpatialVerbal – LinguisticBodily – KinaestheticLogical - MathematicalResearching Apollo missionsResearching the moonCollecting: Phases of the moonImagining: Moon Station

Prac 1. Crater formation Interactive Animation:Lunar Eclipse

Web destinations:Lunar Prospector

Surfing – Researching

The Sun Visual – SpatialVerbal – LinguisticBodily – KinaestheticLogical – MathematicalResearching – the Sun

Prac 1. The sunspot cycle

Surfing – Researching The Sun

The Solar System Visual – SpatialVerbal – LinguisticBodily - Kinaesthetic

Prac 1. A people model solar systemPrac 2. Jumping on other

8.2 Saturn’s Rings

8.3 Space exploration

Companion Website:Aborigines and astronomy

Clickview :Learning Federation – Science

Logical – MathematicalResearching: the solar systemGalileoAnalysing: The Voyager MissionsConstructing: Postcard from another planetImagining:DebatingInterpreting Ideas

planetsPrac 3. How old are you?Prac 4. Classification of the planets

timelineD/D: The planets

Interactive Animation:Gravity

Web Destinations: The planets and exploration of the solar system

Solar SystemThe Moon

Chapter Review8.4 Earth and Space crossword8.5 Earth and space revision8.6 Sci-wordsAssessment Task: ConstructionAssessment – Knowledge and Scientific Process TestAlternative Ongoing assessment TBA

Interactive crossword:Earth and spaceReview questions

EVALUATION

EXAMPLE

At the conclusion of each topic, students complete an evaluation:

What was the most important objective achieved by the individual What area of the topic was enjoyed the most/least Other resources which could have been utilised How can the individual utilise what gained in the future Where could the individual have improved during the course of the unit Participation in practical components of the unit Participation in group activities during the course of the unit

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