UnitOutline
Water - Waste not, want not
In this unit students will consider the importance of water and the water cycle. They investigate pure substances, mixtures and separation techniques. Students consider everyday applications of the separation techniques and relate their use in a variety of occupations. These understandings will be applied in unit2 through other applications to their community.
This unit needs to precede the unit Water - Waste not, want not (continued).
The assessment of some concepts in this unit take place in Unit2, Water - Waste not, want not (continued). Safety
Teachers need to identify safety issues and conduct risk assessments. For this unit teachers should:
- refer to WHS (Workplace Health and Safety) policy pertaining to schools
- ensure students wear personal protective equipment
- use Chemwatch Gold to consult the relevant MSDS (Materials Safety Data Sheets) for chemical safety information
Andrew Gill (NKIEEC)
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OneSchoolEducation Business Support
UnitPlanPlan Name: Unit 1 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Status:
Master
Duration: 1 Week
DocumentTable of Contents**Section not selected for printing
CurriculumPriorities
•Australian Curriculum
•Dimensions of teaching and learning
•Student ICT Expectations
CurriculumSummary
•Curriculum Tracking
TeachingSequence
Teaching Sequence Summary
•Water
•Mixtures and substances
•Separation of mixtures
•Assessment
Resources
•Attachments
•Plan Resource Bank
Assessment
Assessment Summary
•Assignment/Project - Separating a mixture (Yr 07)
•Monitoring - Mixtures and substances (Yr 07)
•Monitoring - Water quality testing
(Yr 07)
Andrew Gill (NKIEEC)
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OneSchoolEducation Business Support
UnitPlanPlan Name: Unit 1 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
AustralianCurriculum
Status:
Master
Duration: 1 Week
Science-Year 7Year Level Description
The Science Inquiry Skills and Science as a Human Endeavourstrands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standards and also to the content of theScience Understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.
In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered.
Content Descriptions
Science as a Human Endeavour
Use and influence of science
• People use understanding and skills from across the disciplines of science in their occupations(ACSHE224) / Science Inquiry Skills
Communicating
• Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate(ACSIS133)
Evaluating
• Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS131) / Science Understanding
Chemical sciences
• Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques(ACSSU113)
Earth and space sciences
• Some of Earth’s resources are renewable, but others are non-renewable(ACSSU116)
• Water is an important resource that cycles through the environment (ACSSU222)
Andrew Gill (NKIEEC)
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UnitPlanPlan Name: Unit 1 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Status:
Planning and conducting
Master
Duration: 1 Week
• Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed(ACSIS125)
• In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS126)
Processing and analysing data and information
• Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate(ACSIS129)
• Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions(ACSIS130)
Questioning and predicting
• Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge(ACSIS124)
Andrew Gill (NKIEEC)
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OneSchoolEducation Business Support
UnitPlanPlan Name: Unit 1 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Year 7 achievement standard
Status:
Master
Duration: 1 Week
By the end of Year 7, students describe techniques to separate pure substances from mixtures. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines has been used to solve a real- world problem. They explain how the solution was viewed by, and impacted on, different groups in society.
Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.
Andrew Gill (NKIEEC)
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OneSchoolEducation Business Support
UnitPlanPlan Name: Unit 1 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
CurriculumPriorities - Pedagogy
Dimensions of teaching and learning
Curriculum intent
Content descriptions
Status:
Master
Duration: 1 Week
What do visiting students need to learn?
Curriculum is the planned learning that a school offers and enacts.
Curriculum intent is what we want students to learn from the mandated curriculum.
Teachers decide how best to plan and deliver the curriculum to ensure all students have opportunities to engage in meaningful learning.
Thisunit provides opportunities for students to engage in the above Australian Curriculum Content descriptions.
General capabilities
Literacy
•Comprehendingtexts through listening, viewing and reading
•Composingtexts through speaking, writing and creating
•Textknowledge
•Grammarknowledge
•Wordknowledge
•Visualknowledge
Numeracy
•Usingfractions, decimals, percentages, ratios and rates
•Interpretingand drawing conclusions from statistical information
•Usingmeasurement
Informationand communication technology capability
Studentswill have opportunities to demonstrate the Queensland Student ICT Expectations in:
•OperatingICT
StudentICT Expectations - by the end of Year of 9 [accessed on 31 July 2012]
Studentswill have opportunities to demonstrate the Australian Curriculum ICT learning continuum in:
•Managingand Operating ICT
Criticaland creative thinking
Andrew Gill (NKIEEC)
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OneSchoolEducation Business Support
UnitPlanPlan Name: Unit 1 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Status:
Master
Duration: 1 Week
•Inquiring- identifying, exploring and clarifying information
•Generatinginnovative ideas and possibilities
•Reflectingon thinking, actions and processes
Personaland social capability
•Social management
Ethicalbehaviour
•Reflectingon personal ethics and decision making
Interculturalunderstanding
•Responsibility
Cross-curriculum priorities
Aboriginaland Torres Strait Islander histories and cultures
Studentswill access information about separation techniques used by the Kanomi Aboriginal Peoples. They will learn through experiencing the country how the Kanomi could live on an island sustainably for 4000 years.
TheEmbedding of Aboriginal and Torres Strait Islander perspectives into the curriculum requires more than addressing curriculum and pedagogy. To ensure holistic learning, teachers need to address the other realms of the Embedding Aboriginal and Torres Strait Islander perspectives in schools (EATSIPS) framework, these are: Personal and Professional Accountability, Community Engagement and Organisational Environment.
Forfurther information refer to When delivering Aboriginal and Torres Strait Islander Perspectives.
Relevant prior curriculum
Studentsrequire prior experience from Year 2with:
ScienceUnderstanding
Earth and space sciences
•Earth'sresources, including water, are used in a variety of ways
Studentsrequire prior experience from Year 6with:
Scienceunderstanding
Andrew Gill (NKIEEC)
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OneSchoolEducation Business Support
UnitPlanPlan Name: Unit 1 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Status:
Master
Duration: 1 Week
Chemical sciences
•Changesto materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting
Scienceas a Human Endeavour
Useand influence of science
•Scientificunderstandings, discoveries and inventions are used to solve problems that directly affect peoples' lives.
•Scientificknowledge is used to inform personal and community decisions
ScienceInquiry Skills Questioning and predicting Planning and conducting
Processingand analysing data and information
Evaluating
Communicating
Curriculum working towards
Theteaching and learning in this unit works towards the following in Year 8: Science Understanding
Chemical sciences
•Theproperties of the different states of matter can be explained in terms of the motion and arrangement of particles
•Differencesbetween elements, compounds and mixtures can be described at a particle level
Scienceas a Human Endeavour
Useand influence of science
•Peopleuse understanding and skills from across disciplines of science in their occupations
ScienceInquiry Skills Questioning and predicting Planning and conducting
Andrew Gill (NKIEEC)
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OneSchoolEducation Business Support
UnitPlanPlan Name: Unit 1 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Status:
Master
Duration: 1 Week
Processingand analysing data and informationEvaluating
Communicating
Feedback
What do visitingstudents already know? What do my students need to learn?
How do I teach it?
Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone's performance. The aim of feedback is to improve learning and is used to plan what to teach next and how to teach it.
Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice. / Supportive learning environment
Differentiation
Teachers are consulted before coming on camp at NKIEEC to identify pre and post camp activities and to identify any students that have learning difficulties or require support
Whatdo your students already know and what do your students need to learn? Consider the individual needs of your students -
includingESL, gifted and talented and student requiring additional support.
Startwhere students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.
Thelearning experiences within this unit can be differentiated by increasing:
•thefrequency of exposure for some students
•theintensity of teaching by adjusting the group size
•theduration needed to complete tasks and assessment.
Forguided and/or independent practice tasks:
•studentgroupings will offer tasks with a range of complexities to cater for individual learning needs
•rotationalgroupings allow for more or less scaffolding of student learning.
Feedbackto students
Establishactive feedback partnerships between students, teachers and parents to find out:
•whateach student already knows and can do
•howeach student is going
•whereeach student needs to go next.
Ensurefeedback is timely, ongoing, instructive and purposeful.
Feedbackmay relate to misunderstandings and common alternative conceptions. In this unit this may include:
•studentsstating that clear water is clean water. Inform students that clear water may contain contaminants that are invisible to the human eye.
•studentswho think that a mixture always has a liquid component. Inform students that mixtures can be made of any
combinationof solids, liquids and gases.
Andrew Gill (NKIEEC)
Page:9of31
OneSchoolEducation Business Support
UnitPlanPlan Name: Unit 1 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Status:
Master
Duration: 1 Week
•studentsstating that mixtures containing liquids cannot be separated. Demonstrate to students that liquid mixtures are able to be separated using a range of techniques such as evaporation.Usefeedback to inform future teaching and learning.
Forfurther information related to mixtures and substances consult the lesson plans.
Reflectionon the unit plan
Identifywhat worked well during and at the end of the unit for future planning. Reflection may include:
•activitiesthat worked well and why
•activitiesthat could be improved and how
•monitoringand assessment that worked well and why
•monitoringand assessment that could be improved and how
•commonstudent misconceptions that need, or needed, to be clarified
•differentiationand future student learning needs.
Assessment
What do visiting students understand and can do? How well do they know and do it?
Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.
Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students' understanding. / Monitoring student learning
Studentlearning should be monitored throughout the teaching and learning process to determine student progress and learning
needs.
Eachlesson provides opportunities to gather evidence about how students are progressing and what they need to learn next. Specific monitoring opportunities in this unit may include:
Student response to activity-Water quality testing
Check student responses to gauge their capacity to:
•understandthe importance of water quality testing
•understandwater quality testing procedure
•collateand evaluate data
Studentresponse to activity - Monitoring task - Mixtures and substances
Check student responses to gauge their capacity to:
•identifymixtures and substances
•definemixtures and substances
Andrew Gill (NKIEEC)
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OneSchoolEducation Business Support
UnitPlanPlan Name: Unit 1 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Status:
Master
Duration: 1 Week
•describesimple separation techniques
•describeoccupations that use separation techniques
Assessingstudent learning (Post Camp back at school)
AssessmentName: Separating a mixture
AssessmentDescription: Students plan and conduct an investigation using separation techniques, evaluate results and method and suggest improvements to the investigation design.
Thisassessment provides opportunities to gather evidence of student learning in:
Science Understanding
Chemical sciences
•Mixtures,including solutions contain a combination of pure substances and can be separated using a range of techniques
Questioningand predicting
•Identifyquestions and problems that can be investigated scientifically and make predictions based on scientific knowledge
Planningand conducting
•Collaborativelyand individually plan and conduct a range of investigations, includingfieldwork andexperiments, ensuring safety and ethical guidelines are followed
Processingand analysing data and information
•Summarisedata, from students' own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions
Evaluating
•Reflectson the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method
Communicating
•Communicateideas, findings and solutions to problems using scientific language and representationsusing
Andrew Gill (NKIEEC)
Page:11 of31
OneSchoolEducation Business Support
UnitPlanPlan Name: Unit 1 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Status:
Master
Duration: 1 Week
digitaltechnologies as appropriateTheAustralian Curriculum: Science for Prep (F)-10 Version 3 [accessed on 19 July 2012]
Sequencing teaching and learning
What do visiting students already know and can do? What do visiting students need to learn? How do I teach it? The relationship between what is taught and how it is taught is critical in maximising student learning. Start with what visiting students already know and set goals for the next steps for learning.Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies. / Teaching strategies and learning experiences
Asuggested learning sequence is outlined below. For further information about learning focuses, refer to the teacher lesson
overview, teaching sequence and lesson plans.
Water
•Exploringwater as a resource
•Discoveringthe water cycle
•Evaluatingwater quality
Mixturesand substances
•Investigatingmixtures and substances
•Exploringeveryday applications of mixtures
Separationof mixtures
•Exploringseparation techniques
•Consolidatingseparation techniques
Assessment (Post camp)
•Assessment:Separating a mixture
•Review,reinforce and extend learning - Mixtures and substances
Andrew Gill (NKIEEC)
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OneSchoolEducation Business Support
UnitPlanPlan Name: Unit 1 - Science Year 7 (V2.0)
Year: 7
Learning Areas: SCIENCE
Making judgments
Achievement standard
Status:
Master
Duration: 1 Week
How do I know how well visiting students have learned?
Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.
Teachers identify the task-specific assessable elements to make judgments against specified standards on evidence.
Inthis unit, assessment of student learning aligns to the following components of the Achievement standard.
Bythe end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth's gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences.
Studentsdescribe situations where scientific knowledge from different science disciplines has been used to solve a real world problem. They explain how the solution was viewed by, and impacted on, different groups in society.
Studentsidentify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions.They summarise datafrom different sources, describe trends and refer to the quality oftheir data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.