year 8 science

Sample 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 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: What’s the Matter?Text: Chapters2: Bits of MatterSuggested Time: 8 weeks

3: Chemical Reactions

4. Electricity

Syllabus Outcomes

/

Syllabus Content Statement

/ Essential Learning Experiences & Resources / Reg / Additional Experiences / Reg
A student:-
4.1identifies historical examples of how scientific knowledge has changed people’s understanding of the world. / Students learn to/about:-
4.1the 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

4.7describes observed properties of substances using scientific models & theories. / 4.7.4elements 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, p33
  • Investigate activity, p 34
  • Remember activity, p 37
  • Expt 2.7, p 39
  • Activities, p 39

A student:-
4.7describes observed properties of substances using scientific models & theories.
4.11identifies where resources are found, and describes ways in which they are used by humans.
4.7describes observed properties of substances using scientific models & theories. / Students learn to/about:-
4.7.6compounds and reactions to:
(a)distinguish between elements & compounds.
(c)distinguish between compounds & mixtures.
4.11.1natural 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:-
Expt3.2, p 56
3.3, p 56
3.4, p 57
3.5, 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, p50
  • Reflection activity 1&2, p 51
  • Language activity, p 53
  • Expt 3.1, p 54
  • Remember & Think activities, p57
  • 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

Syllabus Outcomes

/

Syllabus Content Statement

/ Essential Learning Experiences & Resources / Reg / Additional Experiences / Reg
A student:-
4.6identifies & describes energy changes & the action of forces in common situations.
4.12 identifies, using examples, common simple devices and explains why they are used / Students learn to/about:-
4.6.8electrostatic 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

4.6.3electrical energy to:
(a)associate electricity with energy transfer in a simple circuit;
(b)construct & draw circuits to show transfer of energy.
4.12technology 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, p176)
  • 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, pp180-181

Class

/

Date Commenced

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

UNIT II: Health & Our BodyText: Chapters1: The Human BodySuggested Time: 10 weeks

5: Nutrients

8. Transport Highways

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:-
4.8.5humans 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

4.5describes areas of current scientific research. / 4.5current 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, p13
/
  • Expt 1.2, p 9
  • Research skin cancer issues on the Internet
  • Create activity, p 13
  • Explore the causes of acne, p 14

4.8describes features of living things.with guidance, presents information to an audience to achieve a particular outcome. / 4.8.5humans 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, p21

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. / Students learn to/about:-
4.2the 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 (Refp22)
–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

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:-
4.8.4multicellular 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

4.8.5humans 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

4.8.5humans 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

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:-
4.8.5humans 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, pp192-193
  • Video: Respiratory System
/
  • Examine a mammalian kidney (by demonstration)
  • Activities, p 193

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

4.8describes features of living things / 4.8.4multicellular organisms to:
(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

Class

/

Date Commenced

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

UNIT III: Plants , the Ecological BalanceText: Chapters4: PlantsSuggested Time: 11 weeks

and SRP6: Ecology

Syllabus Outcomes

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Syllabus Content Statement

/ Essential Learning Experiences & Resources / Reg / Additional Experiences / Reg
A student:-
4.8describes features of living things. / Students learn to/about:- / 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

4.8.4multicellular organisms to:
(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

Syllabus Outcomes

/

Syllabus Content Statement

/ Essential Learning Experiences & Resources / Reg / Additional Experiences / Reg
A student:-
4.22undertakes 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 / Students learn to/about:-
4.22.1working 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.
4.13.1identifying 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.
4.13.2planning 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

Syllabus Outcomes