Week / Topic / Learning Outcomes / Activities and resources / Assessments / Curriculum link
1 (short week) / Renewable vs non-renewable resources /
  • Resources on Earth are renewableor non-renewable resources
  • Know examples of common renewable and non-renewable resources
  • Look at Australia’s primary energy sources and whether they are renewable or not.
  • Look the timescales for the regeneration of resources
  • Understand why resources need to be carefully manages
/
  • Amazing Science 7, ch6
/ 1.2.1.1, 1.2.1.2, 1.2.1.3, 2.2.1, 2.2.2
2 / Soil as a resource
Investigation /
  • Soil as one of our most important resources
  • Understand the causes of dryland salinity
  • Investigate the impact of salt on seed germination
  • Australia’s resources
/
  • Effect of salt on seed germination investigation scaffold
  • Amazing Science 7, ch6
/ 3.2.1, 3.2.2, 3.3.1, 3.3.2, 3.4.1, 3.4.2, 3.5.1
3 / Physical properties /
  • Understand that physical properties are the characteristics of a substance which you can determine without destroying it or changing it into something new
  • Physical properties include melting point, boiling point, hardness, whether it is magnetic, whether it can dissolve in water, its ability to conduct electricity and heat
  • Different substances have different physical properties
/ 1.1.1.1
  • Know the names of the different state changes and what is meant by boiling point and freezing point.
/ 1.2.1.4
Mixtures /
  • Mixture or pure
  • Mixtures are a combination of two or more substances
  • The physical properties of a mixture are dependent on the substances involved
/ Amazing Science 7, ch4 / 1.1.1.1
4 / Solubility and solutions /
  • Solutions and suspensions
  • A solution is a solute dissolved in a solvent
  • Understand what the words soluble, insoluble, suspension and solution mean
  • Be able to recognise if a mixture is a solution or suspension
/
  • Soluble or insoluble worksheet
  • Amazing Science 7, ch4
/ Validation / 1.1.1.2
Factors affecting solubility /
  • Understand how to increase the solubility of a substance- mixing, heating, surface area
/
  • Dissolving and surface area
  • Temperature and surface area
/ 1.1.1.2
Solutions and concentration /
  • Identify the solute and solvent in a solution
  • Understand that concentration is a measure of the amount of solute dissolved in a given volume of solvent.
  • Concentration is measured in g/mL.
  • Understand what is meant by the term supersaturated
/
  • Supersaturated solution demo
/ 1.1.1.3
5 / Separating mixtures /
  • Physical properties can be used to separate mixtures
  • Mixtures can be separated according to their physical properties/size and mass
  • Separating suspensions
  • Ways to separate solutions
  • Magnets can be used to remove magnetic objects from mixtures
  • Sedimentation, flotation and decantation can be used to separate insoluble substances from solutions
  • Centrifugation can be used to speed up the process of sedimentation
/
  • Amazing Science- separation using magnetic properties
  • Amazing Science – separation using sedimentation and flotation
/ 1.1.1.3
Filtration /
  • Filtration can be used to separate soluble and insoluble substances in solution
  • Understand that soluble substances will pass through the filter paper
  • Know what the terms filtrate and residue mean
/
  • Amazing Science – Filtering a mixture of sand and water
  • Types of mixture
/ 1.1.1.3
6 / Crystallisation /
  • Understand that crystallisation separates substances based on their boiling points
/
  • Amazing Science – Crystallisation of salt water
  • Crystallisation and distillation worksheet
/ 1.1.1.3
Distillation /
  • Understand the difference between crystallisation and distillation
  • Understand the purpose of the condenser.
/
  • Distillation demo
/ 1.1.1.3
Chromatography /
  • Understand that chromatography separates substances based on solubility
  • Chromatography can be used to identify which soluble substances are present in a mixture by comparing unknown samples to known samples
/
  • Chromatography demo
/ 1.1.1.3
7 / Combining separation techniques /
  • Understand that multiple separation techniques can be used to separate mixtures containing more than 2 substances
  • Design an experiment to separate salt, water, iron filings and sand.
/ Study skills: Collect data and represent it in tables. Annotate data whilst conducting experiments.
Study skills: Graphic organisers/develop a proforma for an Investigation. / 1.1.1.3
Combining separation techniques /
  • Carry out experiment and separate the 4 substances.
  • Work out the amount of salt recovered from the separation process
/ 1.1.1.4
Water purification /
  • Understand that the water purification process involves using various separation techniques
  • Waste water is a mixture that can be separated
/
  • Oxford Science 2.7
/ 1.1.1.4, 1.2.1.4, 1.2.1.5, 1.2.1.6
Water cycle /
  • Water cycles in the environment
  • Understand the process by which water is recycled through the water cycle
  • Factors in nature affecting the water cycle.
  • Investigate human impacts on the water cycle
  • Investigate the ways in which humans can protect natural water resources – sustainable water use at home
/
  • Amazing Science7,ch6
/ 1.1.1.4, 1.2.1.4, 1.2.1.5, 1.2.1.6
2.2.1
8 / Exam revision / Study skills: Use graphic organisers (Venn Diagram, Mind maps, Flow charts, Brainstorms) to organise test notes.
9 / Exams
Assessments
Week
/
Type
/
Name
/
Weighting
2
/
Investigation
/
Effect of salt on plant growth investigation
/
5%
9
/
Exam
/
Semester 2 Exam
/
25%
Curriculum Standards
1.Science Understanding
1.1.Chemical sciences

1.1.1.Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques(ACSSU113)

1.1.1.1. recognising the differences between pure substances and mixtures and identifying examples of each

1.1.1.2. identifying the solvent and solute in solutions

1.1.1.3. investigating and using a range of physical separation techniques such as filtration, decantation, evaporation, crystallisation, chromatography and distillation

1.1.1.4. exploring and comparing separation methods used in the home

1.2.Earth and space sciences

1.2.1.Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable(ACSSU116)

1.2.1.1.considering what is meant by the term ‘renewable’ in relation to the Earth’s resources

1.2.1.2.considering timescales for regeneration of resources

1.2.1.3.comparing renewable and non-renewable energy sources, including how they are used in a range of situations

1.2.1.4.considering the water cycle in terms of changes of state of water

1.2.1.5.investigating factors that influence the water cycle in nature

1.2.1.6.exploring how human management of water impacts on the water cycle

2.Science as a Human Endeavour

2.1.Nature and development of science

2.1.1.Scientific knowledge has changed peoples’ understanding of the world and is refined as newevidencebecomes available(ACSHE119)

2.1.2.Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures(ACSHE223)

2.2.Use and influence of science

2.3.Solutions to contemporary issues that are found using science andtechnology, may impact on other areas of society and may involve ethical considerations(ACSHE120)

2.4.People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity(ACSHE121)

Science Inquiry Skills

2.5.Questioning and predicting

2.5.1.Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge(ACSIS124)

2.6.Planning and conducting

2.6.1.Collaboratively and individually plan and conduct a range ofinvestigationtypes, including fieldwork and experiments, ensuring safety and ethical guidelines are followed(ACSIS125)

2.6.2.Measure and control variables, select equipment appropriate to the task and collectdatawith accuracy(ACSIS126)

2.7.Processing and analysing data and information

2.7.1.Construct and use a range of representations, including graphs, keys and models to represent andanalysepatterns or relationships indata usingdigital technologiesas appropriate(ACSIS129)

2.7.2.Summarisedata, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based onevidence(ACSIS130)

2.8.Evaluating

2.8.1.Reflect onscientific investigations including evaluating the quality of thedatacollected, and identifying improvements(ACSIS131)

2.8.2.Use scientific knowledge and findings from investigations toevaluateclaims based on evidence(ACSIS132)

2.9.Communicating

2.9.1.Communicate ideas, findings andevidence based solutions to problems usingscientific language, and representations, usingdigital technologiesas appropriate(ACSIS133)