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6~9curriculum

Science

*ADEC Curriculum_Science.indd 1 7/7/07 6:27:58 PM

contents 5 Introduct ion

6 The learning area of Sc ience

7 Strands

8 Standards

11 Indicators

12 Cont inuum of learning in Sc ience

15 Content

16 GrADE 6

19 GrADE 7

22 GrADE 8

25 GrADE 9

28 P lanning , programming and assess ing

30 Glossary


6–9 science curriculum 5

introductionThe 6–9 Science Curriculum provides a course in Science education for students in the middle years of schooling – from Grade 6 to Grade 9.

The aim of the 6–9 Science Curriculum is to teach students the knowledge, skills, understanding, values and attitudes that they need to become critical thinkers, to question scientific events reported in the media, to communicate their understanding of scientific principles that occur in everyday life, and to make ethical decisions about local and global applications of Science.

Through investigating scientifically and building on what they have learnt from the K–5 Science Curriculum, students come to a more scientific understanding of their world and the ways that scientists work. Through inquiry and investigation they also develop a deeper appreciation of Science as an evolving body of knowledge and an important and exciting field of endeavour. They also learn about the complex relationship between evidence and ideas.

There are many opportunities in the 6–9 Science Curriculum for them to practise and apply the ICT skills they learn in the 6–9 Information and Communication Technologies Curriculum. For example, they can locate, view and analyse scientific information on the Internet and recognise cues that tell them whether this information is accurate and reliable. Students also learn to manipulate databases and create multimedia presentations that show technological applications of scientific principles and the impact of these applications on society.

The 6—9 Science Curriculum contains the following sections:

The learning area of science, which describes Science as a learning area, and explains why it has an important place in students’ learning

sTrands, which describe the four Curriculum organisers: Matter, The physical world, The living world, and Earth and space. The four Strands relate broadly to the Science disciplines of Chemistry, Physics, Biology and Geology/Astronomy. Integrated within each of the four Strands are the skills of Investigating scientifically

sTandards, which describe the knowledge, skills and understanding that each student is expected to achieve at each grade level from Grade 6 to Grade 9

indicaTors, which describe the knowledge, skills and understanding that students will demonstrate when they have achieved the Standards for each grade

conTinuum of learning in science, which describes what students have learnt from Kindergarten to Grade 5, and shows how this learning is built on throughout the Grades 6–9 Curriculum

conTenT, which describes what is to be taught in each grade

Planning, Programming and assessing, which gives advice on creating an effective learning environment

glossary, which explains the meanings of important terms used throughout the Curriculum.



Science provides a distinctive view and way of thinking about the world. The study of Science produces a broad and constantly evolving body of knowledge that explains phenomena ranging from cycles that occur in nature to the evolution of stars.

In their study of Science, students investigate phenomena ranging from the subatomic to the cosmological, and from events that take place almost instantaneously to processes occurring over millions of years. Students of Science also examine how scientific knowledge and its applications affect their lives and environment. With knowledge of Science comes an ability to generate informed views about the ethics of local and global uses of scientific discovery and, indeed, the ethics of scientific endeavour itself.

Students learn to work scientifically by applying scientific investigations, and engaging in critical thinking and problem-solving. They work individually and in teams, planning and conducting investigations, analysing data and information, evaluating issues and problems, to draw evidence-based conclusions and develop further questions for inquiry and investigation.

The contemporary world owes much of its intellectual progress to Arabic culture. This includes Science, particularly medicine, astronomy, chemistry and optics. Arabic culture contributed to our understanding of the living world; for example, works from Ibn Sina, also known as Avicenna, whose study of the structure and function of the human body, Canon of Medicine, was a standard medical text in Western Europe for many centuries. In astronomy, Arab observers charted the skies, giving many of the brightest stars the names we use today. Arab scientists explored chemistry, developing methods for manufacturing metallic alloys and testing the quality and purity of metals. Alhazen dealt with the principles of lenses, mirrors, and other devices used in optics. He correctly deduced that eyes work when light rays enter the eye from outside. Over time, Arabic scientific terms and star names have been incorporated into other languages, for example alkali, alchemy, zenith, Betelgeuse, and Rigel, reminding us of the breadth of Arab science.

INVESTIGATING SCIENTIFICALLY

Integrated within each of the four knowledge strands of the curriculum are the skills of investigating scientifically. Scientifically literate students understand the nature and practice of Science. This understanding helps them to question claims made by others about scientific issues and to evaluate information presented from a variety of sources, including the popular media. Students develop skills in working scientifically by: • planning and conducting investigations• communicating their knowledge and understanding• developing scientific thinking and problem-solving techniques, and• working individually and in teams.

When working scientifically, students engage in creative and problem-solving processes related to planning and conducting investigations, gathering and processing data, drawing conclusions and communicating their findings.

the learning area of science



strandsThe 6–9 Science Curriculum is based on four interrelated Strands. These Strands form the knowledge base for the Curriculum.

Matter

An understanding of the physical and chemical properties of matter has applications in all disciplines of Science, from the chemical reactions that keep us alive to those taking place within stars. This Strand is concerned with the composition and structure of elements, molecules, compounds and mixtures, and their use in the 21st century. Students need to know and understand chemistry in order to be able to monitor, understand and improve the quality of the environment and to develop new technologies that will improve our quality of life.

the physical world

An understanding of the different forms and uses of energy is a central theme of this Strand. It provides a basis for understanding the Universe and the fundamental physical processes occurring within the Universe. The physical world spans an enormous range of phenomena, from large-scale movement of planets to the emission of nuclei in radioactive materials.

the living world

This Strand covers the study of life in all its forms, from microscopic to macroscopic, and the processes that take place within and between living things. This includes the interactions between different species, human impact on the environment, management of the environment, conserving threatened species, and studying microbes that cause disease.

earth and space

This Strand examines the nature of geologic processes and physical features on Earth. It examines features and processes occurring on other planets of the Solar System, and beyond. It examines the impact of natural disasters such as earthquakes and volcanic eruptions that shape the world we live in. It also looks at the relationships between the celestial bodies and how they influence each other.



standardsThe Standards in the 6–9 Science Curriculum describe the knowledge, skills and understanding that each student is expected to achieve at each grade level from Grade 6 to Grade 9.

grade 6

Students describe the three states of matter and, using known properties of matter, conduct investigations to separate mixtures. They recognise some elements in the Periodic Table and describe their uses.

Students examine transfer and transformations of energy in appliances and devices, and describe uses of magnets and magnetic forces. They relate heating and cooling of the atmosphere to weather patterns and describe different kinds of forces and their applications in everyday situations.

Students use scientific tools to identify living things and investigate the distinguishing features and adaptations that help living things survive in ecosystems. They recognise the cellular nature of all living things and use dichotomous keys to classify organisms based on their structural features.

Students identify geological processes and geological resources that occur on and in our Earth. They also examine Earth’s relationship to its neighbours in our Solar System and in the Universe. They use a scientific model to explain how the Earth’s rotation on its axis causes day and night, and how the Earth’s revolution around the Sun provides a timeframe, which we call a year.

Students plan investigations with some guidance, identify variables, select appropriate equipment and accurately gather and record first-hand data. They suggest improvements to their investigation and use safe work practices in the laboratory.



grade 7

Students describe the organisation of elements in the Periodic Table, and identify subatomic particles of the atom. They conduct investigations to determine the chemical and physical properties of metals and non-metals, and acids and bases, and can recognise chemical reactions.

Students interpret and construct simple electrical circuits and describe the influence of magnetic and gravitational fields. They use different contexts, including sport, to describe the influence of friction and they describe the effects of gravity on rocket launches and the tides.

Students identify the importance to animals and plants of the cellular processes of respiration, photo-synthesis, osmosis and diffusion. They predict long-term consequences of human activity on ecosystems and identify benefits of bionic replacements for diseased or damaged human organs and tissues.

Students describe geological processes that occur in the lithosphere, including the rock cycle. They describe how scientific devices have increased our understanding of the Solar System and the Universe and how space exploration has benefited society.

Students predict results and evaluate the relevance of data from their investigations and draw conclusions based on available information. They recognise limitations in their investigation procedures and suggest modifications to improve the reliability of future investigations.

grade 8

Students use scientific models to explain the arrangement of elements in the Periodic Table and the formation of compounds. They construct models of atoms, molecules and compounds that help them to understand the reorganisation of atoms in chemical reactions. They have an understanding of pH and some common uses of acids and bases.

Students investigate the properties of different forms of radiation in the Electromagnetic Spectrum and examine applications of radiation from the Electromagnetic Spectrum in medicine, industry and communication. They construct electrical circuits to determine the relationship between voltage, resistance and current flowing through the circuit, and they use Ohm’s Law to solve problems.

Students describe the importance of mitosis and meiosis to living things and they research forms of asexual and sexual reproduction. They examine the causes of infectious and non-infectious diseases and how vaccination programs control some diseases. They describe the function of the nervous and endocrine systems as coordination systems in the body.

Students investigate fossils and natural geologic events. They describe the process of fossilisation and how rock strata provide information about the Earth’s geologic past. They locate earthquake and volcanic activity across the globe and discuss ways to minimise the effects of natural disasters.

Students use cause-and-effect relationships to explain ideas, predict outcomes and generate plausible explanations related to their data. They identify potential hazards in investigations and justify their conclusions.



grade 9

Students scientifically investigate a range of types of reactions, write balanced equations and express physical and chemical relationships using internationally recognised mathematical and chemical symbols. They relate patterns in the Periodic Table to different chemical reactions.

Students apply Newton’s Laws of Motion to everyday situations and solve problems involving mass, force, acceleration and inertia. They conduct investigations to determine the relationship between distance, time, speed and acceleration. They describe radioactivity in terms of subatomic particles and identify sources of background radiation. They investigate a range of simple machines that make work easier.

Students recognise DNA as the mechanism of inheritance, understand the implications of mutations to the organism and its potential effects on the evolution of life forms. They describe the nitrogen cycle and the implications of external and internal fertilisation to animals.

Students recognise advances in our knowledge of the Universe as a result of improvements in technologies and they describe the life-cycle of stars and a theory for the formation of the Universe.

Students independently plan, conduct, process and evaluate investigations. They distinguish an aim from a hypothesis, justify their use of equipment, present data in graphical form, and describe the importance of controlling variables to provide a reliable and valid conclusion.



indicators The Indicators in the 6–9 Science Curriculum describe the knowledge, skills and understanding that students will demonstrate when they have achieved the Standards at the end of each grade. The Indicators are organised into four Strands:• Matter • The physical world • The living world • Earth and space

By the end of the grade, students will be able to:

• descriBe the properties of and changes of state in solids, liquids and gases in terms of the arrangement and movement of particles

• use separation techniques appropriate for a range of different mixtures.

• recognise common elements from their symbols and describe the organisation of elements in the Periodic Table

• descriBe the effects of heating and cooling on solids, liquids and gases.

• construct models of atoms, molecules and compounds

• discuss domestic and commercial uses of acids and bases.

• write balanced chemical equations for a range of common reactions, using internationally recognised symbols

• name a range of compounds based on their chemical composition.

• descriBe energy transfer and transformation in a range of systems

• descriBe the impact on everyday life of contact forces, and forces that act at a distance.

• construct, draw and interpret simple electrical circuits

• descriBe applications of Newton’s First Law of Motion.

• discuss the properties, uses and effects on humans of radiation in the Electromagnetic Spectrum

• descriBe electricity in a circuit in terms of voltage, current and resistance.

• use a model of the atom to describe radioactive particles

• use Newton’s Laws of Motion to solve problems involving force, mass, acceleration and inertia.

• identify the cellular nature of living things and features that distinguish living from non-living things

• descriBe the relation-ships between and adaptations of pro-ducers and consumers in ecosystems.

• relate organelles in plant cells and animal cells to their function

• descriBe the processes and roles of osmosis and diffusion in cells.

• descriBe the importance of mitosis and meiosis in living things

• descriBe causes of infectious and non-infectious diseases and how diseases can be prevented.

• use the theory of evolution by natural selection to explain the origin of new species

• construct and use a model of the DNA molecule and a human karyotype to describe inheritance.

• identify features and processes occurring in the lithosphere, hydro-sphere and atmosphere

• use the Newtonian model of the Solar System to explain day and night, and to compare a year on Earth with a year on one other planet.

• descriBe and sequence the events and processes in the rock cycle

• descriBe the distinguishing features of planets and other bodies within and out-side the Solar System.

• use the theory of plate tectonics to explain the dynamic nature of the lithosphere and the Earth’s internal structure

• descriBe the different forms of fossils and the conditions under which they form.

• descriBe natural events and cycles that lead to extinctions and the evolution of new life forms

• descriBe recent developments in our understanding of our Solar System and the universe gained from our use of technologies.

The Physical worldmaTTer

The living world

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By the end of the grade, students will be able to:

identify the relationship between everyday products and people’s needs.

identify forms of energy and their uses in daily life.

identify and group living and non-living things, and recognise the needs of living things.

identify natural events that form part of their daily lives.

descriBe the use of materials in the local environment.

identify a range of energy forms and how their use affects the community.

identify and describe ways in which living things grow and change.

identify ways in which natural environments and built environments affect daily life.

identify properties of natural and made materials, and relate these to their use.

recognise that energy can be transferred from one object to another, causing change.

identify and describe ways in which living things grow, change and interact with their environment.

descriBe ways in which living things depend on the earth and its environment.

identify and describe changes that can be made to materials.

identify forms and sources of energy, and ways in which energy causes change.

identify and describe how characteristics of living things help them to interact with each other and with their environment.

identify ways in which people and natural forces change the surface properties of the land.

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Kcontinuum of learningin science

1 2 3 4 5identify that the properties of materials can be changed and that this can affect the use of materials.

identify various forms and sources of energy, and the transformation of energy.

identify major internal organs and systems of the human body that help the body to function.

identify characteristics of the Solar System and describe interactions that affect conditions on Earth.

identify that the earth is the source of most materials, and that resources must be managed for sustainability.

identify and describe various sources, uses, transfers and changes in forms of energy.

recognise, describe and evaluate inter-dependent relationships between living things and the environment within ecosystems.

identify changes to the earth over time, caused by natural forces and human interaction.

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This table shows how learning in Science progresses in a continuum from Kindergarten to Grade 9, building on previously learnt knowledge and skills in increasingly challenging activities.

6 7 8 9descriBe the properties of and changes of state in solids, liquids and gases in terms of the arrangement and movement of particles

use separation techniques appropriate for a range of different mixtures.

descriBe energy transfer and transformation in a range of systems

descriBe the impact on everyday life of contact forces, and forces that act at a distance.

identify the cellular nature of living things and features that distinguish living from non-living things

descriBe the relationships between and adaptations of producers and consumers in ecosystems.

identify features and processes occurring in the lithosphere, hydrosphere and atmosphere

use the Newtonian model of the Solar System to explain day and night, and to compare a year on Earth with a year on one other planet.

recognise common elements from their symbols and describe the organisation of elements in the Periodic Table

descriBe the effects of heating and cooling on solids, liquids and gases.

construct, draw and interpret simple electrical circuits

descriBe applications of Newton’s First Law of Motion.

relate organelles in plant and animals cells to their function

descriBe the processes and roles of osmosis and diffusion in cells.

descriBe and sequence the events and processes in the rock cycle

descriBe the distinguishing features of planets and other bodies within and outside of the Solar System.

construct models of atoms, molecules and compounds

discuss domestic and commercial uses of acids and bases.

discuss the properties, uses and effects on humans of radiation in the Electromagnetic Spectrum

descriBe electricity in a circuit in terms of voltage, current and resistance.

descriBe the importance of mitosis and meiosis in living things

descriBe causes of infectious and non-infectious diseases and how diseases can be prevented.

use the theory of plate tectonics to explain the dynamic nature of the lithosphere and the Earth’s internal structure

descriBe the different forms of fossils and the conditions under which they form.

write balanced chemical equations for a range of common reactions, using internationally recognised symbols

name a range of compounds based on their chemical composition.

use a model of the atom to describe radioactive particles

use Newton’s Laws of Motion to solve problems involving force, mass, acceleration and inertia.

use the theory of evolution by natural selection to explain the origin of new species

construct and use a model of the DNA molecule and a human karyotype to describe inheritance.

descriBe natural events and cycles that lead to extinctions and the evolution of new life forms

descriBe recent developments in our understanding of our Solar System and the universe from our use of technologies.

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content


conTenT grade 6 6–9 science curriculum 16

grade 6

standards

Students describe the three states of matter and, using known properties of matter, conduct investigations to separate mixtures. They recognise some elements in the Periodic Table and describe their uses.

Students examine transfer and transformations of energy in appliances and devices, and describe uses of magnets and magnetic forces. They relate heating and cooling of the atmosphere to weather patterns and describe different kinds of forces and their applications in everyday situations.

Students use scientific tools to identify living things and investigate the distinguishing features and adaptations that help living things survive in ecosystems. They recognise the cellular nature of all living things and use dichotomous keys to classify organisms based on their structural features.

Students identify geological processes and geological resources that occur on and in our Earth. They also examine Earth’s relationship to its neighbours in our Solar System and in the Universe. They use a scientific model to explain how the Earth’s rotation on its axis causes day and night, and how the Earth’s revolution around the Sun provides a timeframe, which we call a year.

Students plan investigations with some guidance, identify variables, select appropriate equipment and accurately gather and record first-hand data. They suggest improvements to their investigation and use safe work practices in the laboratory.

sTrand Matter

indicaTors By the end of the grade, students will be able to:• describe the properties of and changes of state in solids, liquids and gases in terms

of the arrangement and movement of particles• use separation techniques appropriate for a range of different mixtures.

conTenT Students learn to:• recognise that the Periodic Table consists of pure substances called elements• research the uses of common elements in society• distinguish between pure substances and mixtures • identify a range of different mixtures consisting of combinations of solids, liquids

and/or gases • conduct investigations using the properties of solids, liquids and gases to separate

different mixtures• identify commonplace applications of separation techniques• determine the relative density of different solids and liquids and identify everyday

applications of density • investigate the relationship between flotation of solids and liquids and their density• investigate Archimedes’ principle to determine the relative density of a range of solids.



sTrand the physical world

indicaTors By the end of the grade, students will be able to:• describe energy transfer and transformation in a range of systems• describe the impact on everyday life of contact forces, and forces that act at a distance.

conTenT Students learn to:• relate the law of conservation of energy to the transfer and transformation of energy

in everyday appliances and equipment• discuss the transfer of heat energy by radiation, conduction and convection in

man-made and natural systems• investigate the influence of heat transfer on weather patterns• relate heat transfer to the use of insulation and energy efficiencies• identify forces that act as contact forces and those that act at a distance • describe everyday examples of forces in action• describe the shape and direction of fields around different shaped magnets • describe a range of applications of magnetism, including the MagLev train.

sTrand the living world

indicaTors By the end of the grade, students will be able to:• identify the cellular nature of living things and features that distinguish living from

non-living things• describe the relationships between and adaptations of producers and consumers

in ecosystems.

conTenT Students learn to:• use technologies such as the microscope to identify the cellular nature of living things • identify the role of different cells in animals and plants • relate tissues and organs in multicellular organisms to their function• investigate the processes of respiration and photosynthesis and their relationship

to living things and to the carbon-oxygen cycle• use keys to identify a range of living things• apply classification schemes to a broad range of living things • investigate a local ecosystem and measure the abiotic factors that affect the organisms

in that ecosystem• describe the flow of energy from producers to consumers in an ecosystem• identify the adaptations of organisms present in the ecosystem.



sTrand earth and space

indicaTors By the end of the grade, students will be able to:• identify features and processes occurring in the lithosphere, hydrosphere and

atmosphere • use the Newtonian model of the Solar System to explain day and night, and to

compare a year on Earth with a year on one other planet.

conTenT Students learn to:• describe the internal structure of the Earth• identify features and processes occurring in the lithosphere• identify examples of renewable and non-renewable resources, including solar energy,

sand and water• identify natural and made resources as renewable or non-renewable sources of energy• apply understanding of the Newtonian model of the Solar System to explain day and

night• compare a year on Earth with a year on other planets in our solar system• describe the motion of the moon relative to the Earth and Sun• identify scientific tools used to increase our understanding of features within

and beyond our Solar System.


6–9 science curriculum

grade 7

standards

Students describe the organisation of elements in the Periodic Table, and identify subatomic particles of the atom. They conduct investigations to determine the chemical and physical properties of metals and non-metals, and acids and bases, and can recognise chemical reactions.

Students interpret and construct simple electrical circuits and describe the influence of magnetic and gravitational fields. They use different contexts, including sport, to describe the influence of friction and they describe the effects of gravity on rocket launches and the tides.

Students identify the importance to animals and plants of the cellular processes of respiration, photo-synthesis, osmosis and diffusion. They predict long-term consequences of human activity on ecosystems and identify benefits of bionic replacements for diseased or damaged human organs and tissues.

Students describe geological processes that occur in the lithosphere, including the rock cycle. They describe how scientific devices have increased our understanding of the Solar System and the Universe and how space exploration has benefited society.

Students predict results and evaluate the relevance of data from their investigations and draw conclusions based on available information. They recognise limitations in their investigation procedure and suggest modifications to improve the reliability of future investigations.

sTrand Matter

indicaTors By the end of the grade, students will be able to:• recognise common elements from their symbols and describe the organisation

of elements in the Periodic Table• describe the effects of heating and cooling on solids, liquids and gases.

conTenT Students learn to:• describe the organisation of the elements in the Periodic Table and recognise

common elements from their symbols • investigate the physical and chemical properties of metals and non-metals• distinguish between elements, mixtures and compounds• research the use of alloys in society based on their unique properties • identify the components of atoms• recognise the distinguishing features of a chemical reaction and relate this to the

reorganisation of atoms • use the particle theory of matter to explain the properties of solids, liquids and gases • investigate the effects of heating and cooling on the three states of matter • describe the relationship between an increase or decrease in heat, particle collision

and changes in pressure.

conTenT grade 7 19




indicaTors By the end of the grade, students will be able to:• construct, draw and interpret simple electrical circuits• describe applications of Newton’s First Law of Motion.

conTenT Students learn to:• construct and draw simple circuits incorporating globes, switches, batteries ammeters

and voltmeters• undertake investigations to demonstrate the advantages and disadvantages of circuits

in parallel and series• discuss everyday applications of series and parallel circuits• investigate the relationship between speed, distance and time • describe the role of frictional forces in different contexts, including sport, and identify

ways to minimise these forces• investigate Newton’s First Law of Motion and its applications• explain the relationship between mass and weight under different circumstances• describe the influence of gravity on tides, satellite/rocket launches and our atmosphere.


indicaTors By the end of the grade, students will be able to:• relate organelles in plant cells and animal cells to their function• describe the processes and roles of osmosis and diffusion in cells.

conTenT Students learn to:• describe the role of organelles, including chloroplasts, cell membrane, mitochondria

and nucleus, in plant and animal cells• identify the role of microflora on and in our body and the environment, and describe

their beneficial or harmful effects• discuss the human impact on natural ecosystems, and the possible long-term

consequences of this impact • propose ways to reduce human impact on natural ecosystems • conduct investigations that demonstrate osmosis and diffusion across a semipermeable

membrane• relate the processes of diffusion and osmosis to how cells obtain nutrients and remove

wastes • research artificial body parts and techniques and processes used to maintain human

structure and function.

conTenT grade 7




indicaTors By the end of the grade, students will be able to:• describe and sequence the events and processes in the rock cycle• describe the distinguishing features of planets and other bodies within and outside

the Solar System.

conTenT Students learn to:• describe and sequence the events and processes in the rock cycle• research the uses of different rock types and relate their uses to their characteristics• describe the features and processes occurring in the lithosphere, hydrosphere and

atmosphere and discuss their impact on humans and the environment • investigate the measurement and effects of air pressure• describe differences in atmospheric pressure and the relationship of atmospheric

pressure to weather• describe how solar and lunar eclipses occur • describe the distinguishing features of planets in our Solar System• identify some bodies from outside our Solar System and their common characteristics.

conTenT grade 7


6–9 science curriculum 22 conTenT grade 8

grade 8

standards

Students use scientific models to explain the arrangement of elements in the Periodic Table and the formation of compounds. They construct models of atoms, molecules and compounds that help them to understand the reorganisation of atoms in chemical reactions. They have an understanding of pH and some common uses of acids and bases.

Students investigate the properties of different forms of radiation in the Electromagnetic Spectrum and examine applications of radiation from the Electromagnetic Spectrum in medicine, industry and communication. They construct electrical circuits to determine the relationship between voltage, resistance and current flowing through the circuit, and they use Ohm’s Law to solve problems.

Students describe the importance of mitosis and meiosis to living things and they research forms of asexual and sexual reproduction. They examine the causes of infectious and non-infectious diseases and how vaccination programs control some diseases. They describe the function of the nervous and endocrine systems as coordination systems in the body.

Students investigate fossils and natural geologic events. They describe the process of fossilisation and how rock strata provide information about the Earth’s geologic past. They locate earthquake and volcanic activity across the globe and discuss ways to minimise the effects of natural disasters.

Students use cause-and-effect relationships to explain ideas, predict outcomes and generate plausible explanations related to their data. They identify potential hazards in investigations and justify their conclusions.

sTrand Matter

indicaTors By the end of the grade, students will be able to:• construct models of atoms, molecules and compounds• discuss domestic and commercial uses of acids and bases.

conTenT Students learn to:• use a model of the atom to explain the arrangement of elements in the Periodic

Table and trends in physical and chemical properties • develop a timeline to show how the atomic theory changed over time• construct models of atoms, molecules and compounds• identify common molecules and their role in the environment• investigate a range of common acid/base reactions, including acids on metals• construct word equations for a range of common acid/base reactions• investigate the physical and chemical properties of acids and bases• research domestic and commercial uses of acids and bases • use indicators to determine the pH of solutions of chemicals used in the home.


6–9 science curriculum 23conTenT grade 8


indicaTors By the end of the grade, students will be able to:• discuss the properties, uses and effects on humans of radiation in the

Electromagnetic Spectrum• describe electricity in a circuit in terms of voltage, current and resistance.

conTenT Students learn to:• identify the properties of radiation in the Electromagnetic Spectrum • describe applications of electromagnetic radiation in medicine and communication • conduct investigations to explore the properties of light (refraction, reflection,

absorption and dispersion) • relate the properties of light to their applications in society• describe the uses of laser light in industry, medicine and communication• describe the flow of electricity through a simple circuit in terms of voltage, resistance

and current • apply Ohm’s Law to solve problems involving electrical circuits• discuss why A. C. electrical appliances bought in one country may not work with

the electrical supply in another country.


indicaTors By the end of the grade, students will be able to:• describe the importance of mitosis and meiosis in living things• describe causes of infectious and non-infectious diseases and how diseases

can be prevented.

conTenT Students learn to:• research forms of asexual and sexual reproduction in plants and animals• explain the role of meiosis in sexual reproduction• describe the process of mitosis and cell differentiation for the growth, repair and

replacement of cells and tissues• research external and internal fertilisation in relation to the number of ova and sperm

produced, the success of fertilisation, parental care and survival of the offspring• discuss the role of meiosis in gamete formation, and the inheritance and the transfer

of genetic information from generation to generation • describe the causes of infectious and non-infectious diseases and the body’s responses

to these diseases• investigate local vaccination programs and the diseases they control• describe how the nervous and endocrine systems work to maintain humans

as functioning organisms.




indicaTors By the end of the grade, students will be able to:• use the theory of plate tectonics to explain the dynamic nature of the lithosphere

and the Earth’s internal structure• describe the different forms of fossils and the conditions under which they form.

conTenT Students learn to:• plot the location of earthquakes and active volcanoes on a world map and identify

the volcanic and earthquake belts• use the theory of plate tectonics to explain earthquake and volcanic activity, and the

formation of mountains• research the relationship between earthquake waves and the internal structure of

the Earth• identify methods to minimise the impact of natural events, including volcanic eruptions

and earthquakes, on humans • investigate the conditions under which different fossils may form • describe how fossils and rock strata can assist our interpretation of geological history• perform correlation exercises using rock strata and fossil evidence.

conTenT grade 8



grade 9

standards

Students scientifically investigate a range of types of reactions, write balanced equations and express physical and chemical relationships using internationally recognised mathematical and chemical symbols. They relate patterns in the Periodic Table to different chemical reactions..

Students apply Newton’s Laws of Motion to everyday situations and solve problems involving mass, force, acceleration and inertia. They conduct investigations to determine the relationship between distance, time, speed and acceleration. They describe radioactivity in terms of subatomic particles and identify sources of background radiation. They investigate a range of simple machines that make work easier.

Students recognise DNA as the mechanism of inheritance and the implications of mutations to the organism and evolutionary changes in life forms over time. They describe the nitrogen cycle and the implications of external and internal fertilisation to animals.

Students recognise advances in our knowledge of the Universe as a result of improvements in technologies and they describe the life-cycle of stars and a theory for the formation of the Universe.

Students independently plan, conduct, process and evaluate their investigations. They distinguish an aim from an hypothesis, justify their use of equipment, present data in graphical form, and describe the importance of controlling variables to provide a reliable and valid conclusion.

sTrand Matter

indicaTors By the end of the grade, students will be able to:• write balanced chemical equations for a range of common reactions, using

internationally recognised symbols• name a range of compounds based on their chemical composition.

conTenT Students learn to:• use atomic structure to identify trends and patterns in the elements in the Periodic

Table and in the formation of compounds and molecules• recognise atoms, molecules and compounds from their symbol(s) and formula(ae)• use internationally recognised symbols to write formulae for common compounds• conduct investigations to demonstrate the following types of chemical reactions:

combustion; corrosion; decomposition; neutralisation reactions between acids and alkalis and acids and carbonates

• write equations representing common reaction types • use the Law of Conservation of Matter to balance a range of common chemical

reactions• name a range of compounds from their chemical formulae / composition.


6–9 science curriculum 26 conTenT grade 9


indicaTors By the end of the grade, students will be able to:• use a model of the atom to describe radioactive particles• use Newton’s Laws of Motion to solve problems involving force, mass, acceleration

and inertia.

conTenT Students learn to:• identify the different forms of nuclear radiation• relate the structure of the atom to the nature of radioactive particles emitted• identify sources of background radiation and its measurement• investigate Newton’s 2nd and 3rd Laws of Motion• apply Newton’s Laws of Motion to rides in amusement parks, travelling in a car

and space exploration • plan, design and conduct an investigation to show the relationship between distance,

time, speed and acceleration• investigate a range of simple machines, for example, levers, pulleys, gears, screw,

wedge and inclined plane, to make work easier.


indicaTors By the end of the grade, students will be able to:• use the theory of evolution by natural selection to explain the origin of new species• construct and use a model of the DNA molecule and a human karyotype to describe

inheritance.

conTenT Students learn to:• describe the theory of evolution by natural selection • describe evidence that suggests that present-day species have evolved from

previous species• develop a timeline to reflect the major evolutionary changes in life forms• identify species of plants and animals that are at risk of extinction due to human

activities • examine ways to protect and conserve native plants and animals that are at risk• describe the nitrogen cycle and the importance of this cycle to the survival of

organisms in ecosystems• research the effects of mutations that occur in body cells and in gametes • relate the Watson-Crick model of DNA to the structure of chromosomes, genes

and mutations• construct a pedigree showing an inherited trait.




indicaTors By the end of the grade, students will be able to:• describe natural events and cycles that lead to extinctions and the evolution

of new life forms• describe recent developments in our understanding of our Solar System and

the universe gained from our use of technologies.

conTenT Students learn to:• describe how catastrophic events known as mass extinctions have occurred during

the evolution of life on Earth• explain causes of the greenhouse effect and its effects on life on Earth• use the Big Bang theory to explain the origin of the Universe and its major features• describe the life cycle of a star • identify that the colour of stars is indicative of their relative surface temperature

and size• describe geostationary satellites in relation to their position and uses• describe the uses in everyday life of materials, technology and products that

were invented as part of the space program.



Planning, Programming and assessing Planning, programming and assessing are three essential aspects of teaching and learning. Teachers need to plan, program and assess in the 6–9 Science Curriculum to ensure that they:n create a learning environment that helps students to achieve the Curriculum Standards and Indicatorsn teach all of the Curriculum Contentn develop students’ knowledge, skills and understandings in the learning area n meet students’ individual learning needs.

planning

Teachers need to plan to ensure that programs:n build on what students already know and can do n address students’ interests, strengths and learning needsn teach students new knowledge and skills that help them to progress through the gradesn avoid unnecessary re-teaching of Content n address all of the Standards, Indicators and Content in the 6–9 Science Curriculum.

Teachers in faculty groups should work together to develop a scope and sequence plan across Grades 6–9. This ensures that teachers of different classes and grades work together to share teaching ideas and classroom experiences when they are developing the program and units of work.

prograMMing

Programming involves:n selecting Indicators and Contentn planning and selecting teaching materials and resourcesn identifying the teaching and learning strategies to be used for individual students, groups of students

or an entire classn identifying assessment opportunities for collecting evidence of students’ learning.

A program based on the scope and sequence plan should be constructed for each grade to ensure that the Standards, Indicators and Content for the grade are taught.

The program is then divided into individual units of work. These are based on a key concept or theme. When developing units of work, teachers should:n identify the big idea, theme or main concept to be addressedn identify the Indicators that best link to the big idea or key conceptn select the Content that links to the Indicators n identify the resources available in the school and local community n identify and plan assessment opportunities.



Teachers, together in their faculty groups, should develop lessons plans, teaching activities and assessment strategies to ensure consistency in teaching across classes in the same grade. By sharing in this way, teachers support and learn from each other and ensure fairness to students, especially for assessment and reporting.

assessing

Assessment is the process of identifying, gathering and interpreting information about students’ learning. The central purpose of assessment is to provide information on students’ achievement and progress, and to set the direction for ongoing teaching and learning.

Assessment provides information to teachers and parents about what and how well students are learning, and allows teachers to identify students’ learning against the Indicators. Assessment also reflects a belief that all students can improve.

Effective assessment is an essential part of teaching and learning. It must be integrated into planning, programming and teaching.

Effective assessment:n assesses what has been taughtn links directly to Indicatorsn allows for a range of performancen is clear and explicitn helps students set learning goals and know what they are aiming forn uses a range of different approaches, including self-assessment and peer assessmentn provides feedback that helps students to understand the next steps in learning and to

plan how to achieve themn provides feedback to parentsn guides teachers when they are planning for follow-up teaching and learning.

Assessment provides vital information to teachers as they are teaching a unit of work. It monitors students’ progress and provides information that will help teachers to report on their students’ achievement. At the end of the unit of work, assessment identifies what students have learnt and so helps teachers to plan their next teaching.

Assessment also helps teachers to evaluate the unit of work and their teaching techniques and approaches. This is valuable information that teachers can use in future planning and programming.

Guidelines for effective assessment include:n identifying and making judgements about what students know and can do rather than about their

enthusiasm or interest in a topicn embedding assessment in teaching and learning – don’t stop teaching in order to assessn using a range of assessment strategies and evidence to make a judgement on students’ achievement.

Sample assessment strategies are provided for each grade in 6–9 Science Teacher Resource.



abiotic non-living parts of the environment, for example, wind speed, salinity, mineral content, and water availability.acceleration rate at which an object’s velocity changes over time measured in m/s2.acid chemical compound that, when dissolved in water, gives a solution with a pH less than 7; a compound which donates a hydrogen ion (H+) to another compound.adaptations features of animals and plants that assist survival and reproduction. alkali water-soluble compound capable of turning litmus blue and reacting with an acid to form a salt and water.alloy mixture of at least two different metals; also a mixture of at least one metal and one non-metal when the resulting material has metallic properties, for example, nichrome, steel and sterling silver.appliances tools and equipment used in the home and in industry.Archimedes’ principle when an object is placed into a liquid, it receives an upward push which is equal to the weight of the displaced liquid.asexual reproduction reproduction, where offspring are produced with only one parent involved; there is no fertilisation of ova by sperm in this process; examples include binary fission and vegetative propagation.atmosphere gases, that we call ‘air’, that surround planet Earth; some other planets have atmospheres containing different gases to that on Earth.atom smallest unit of an element. bacteria unicellular organisms; different kinds of bacteria have different shapes, for example, cocci, bacilli, vibrio and spirilla.Big Bang theory theory of an expanding Universe that began with all matter and energy concentrated to a very high density and temperature. Our universe continues to expand today. biosphere part of the Earth and its atmosphere that can support life; the part that includes living organisms.carbonates compounds that contain CO3.

cell differentiation process by which an unspecialised or immature cell becomes specialised into one of the many cells that make up the body.cells; cellular smallest unit of living matter.chemical reactions reactions where a new substance is produced, where heat is generated or absorbed; where a gas is produced. chromosomes structures in the nucleus of cells that contain genetic information. Human cells have 46 chromosomes.circuit path through which an electric current travels.classification process of grouping organisms according to structural features.combustion burning; chemical reaction involving combination with oxygen.compounds chemical combinations of two or more elements.conduction movement of particles that transfer heat through a solid, liquid or gas.conserve save, protect.consumers living things that cannot produce their own nutrients so obtain nutrients from other living things.convection transfer of heat through a gas by causing currents.correlation matching up of rock layers based on their similarities. corrosion chemical reaction between metals and oxygen; another name for rusting.current movement of electrons or ions through a conductor.decomposition breaking down into simpler elements or simpler parts, for example, decomposition of dead animals and plants.density mass per unit of volume.diffusion random movement of particles of gas or ions from an area of high gas or ion concentration to an area of lower concentration of gas or ions.dispersion splitting of a light into different colours.electromagnetic spectrum range of radiant energy, arranged by wavelengths or by frequency

glossary


including, for example, X-ray, visible light, infrared radiation, radio waves.electrostatic charge accumulation of electrons on the surface of a material when it is rubbed by another material.elements pure substances consisting of only one kind of atom, arranged in the Periodic Table of Elements.endocrine system hormone system of the body; chemical substances produced by special glands in the body.fertilisation the penetration of an ovum by a sperm. field invisible lines of force around magnets, and wires carrying an electric current; there is a field around the Earth.force push or pull.fossils evidence of past life forms, for example, plant, animal and bacteria, preserved in the material of the Earth’s crust.gamete another name for sperm or ova.genes sections of DNA on chromosomes which code hereditary characteristics. geostationary satellite satellite which orbits the Earth at the same speed as the Earth is rotating, thus keeping it over the same location on the Earth at all times.gravity force of attraction between all masses in the universe; the larger the masses the stronger the force of attraction; the closer the masses the stronger the force of attraction.hydrosphere part of planet Earth that contains water in liquid form.infectious disease disease caused by pathogens; for example, malaria and cholera.investigate plan, organise, conduct and evaluate an experiment.kinetic theory particles, atoms and molecules are randomly moving.law of conservation of energy energy cannot be created or destroyed but can be transformed from one form into another. The total amount of energy never changes.lithosphere crust and the uppermost part of the mantle of the Earth. magnet piece of iron or other material that attracts other pieces of iron or steel; material which creates magnetic field.

mass amount of matter in a substance by weight.meiosis process which occurs in the ovaries and testes and results in the formation of sperm or ova.microflora naturally occurring bacteria and fungi found in the human intestines and skin.mitosis cell division to produce two smaller but identical cells.mixtures physical combinations of elements, molecules or compounds.molecules a chemically bonded collections of two or more atoms of the same or different elements.multicellular consisting of many cells; most animals and plants are multicellular.mutation error in the DNA code. natural selection process by which organisms with features and abilities that increase their chance of survival, will survive and reproduce to form a population with these same favourable features. Natural selection is the mechanism for evolution. nervous system system of cells, tissues and organs that controls the body’s responses to internal and external stimuli.neutralisation action of a base or alkali on an acid to form water and a salt.newton’s Laws of Motion 1st law: a body will remain at rest or in motion unless acted upon by another force. 2nd law: F = m x a.3rd law: For every action there is an equal and opposite reaction.newtonian model of the Solar System the Sun is located at the centre of our Solar System and the planets, with their moons, and asteroids orbit the Sun. non-infectious disease disease caused by environmental factors, nutritional factors or genetic factors.non-renewable resource resource being used up more quickly than it can be manufactured naturally, for example, petroleum and coal.nuclear energy energy released from the nucleus of atoms.organelles structures found in cells which carry out a particular function: nucleus, mitochondria, chloroplasts.organs structures within multicellular organisms that work together to carry out a particular function, for example, the heart and kidney.




osmosis random movement of water molecules from an area of high water molecule concentration to an area of lower water molecule concentration through a semipermeable membrane. ova (singular: ovum) male and female reproductive cells; also called gametes.parallel circuit circuit that has at least two paths for current to travel through a closed circuit.Periodic Table arrangement of known elements in order of increasing atomic number.pH measure of the acidity or alkalinity of a solution; the pH scale.photosynthesis chemical reactions that occur in chloroplasts of plants which result in the formation of glucose and oxygen.plate tectonics theory that the Earth’s lithosphere consists of large, rigid plates that move horizontally, and that interactions among the plates at their borders cause most major geologic activity, including the creation of oceans, continents, mountains, volcanoes and earthquakes.precipitation reactions chemical reaction in which soluble ions in solutions are mixed together to form an insoluble compound that settles out of the mixture.producers plants that use photosynthesis to produce nutrients.radioactivity decay of the nucleus of some atoms, emitting alpha, beta particles or gamma rays.reflection light bouncing off a smooth or shiny surface.rock cycle series of events through which a rock changes, over time, between igneous, sedimentary, and metamorphic forms.

semipermeable membrane which only allows some substances to pass through it, for example, a membrane around cells.separation techniques processes to separate parts of a mixture: distillation, centrifugation, filtration, evaporation, crystallisation.series circuit circuit that has a single path for current to travel through a closed circuit.sexual reproduction production of offspring due to the interchange of chromosomes between a male and female parent.sperm reproductive cell produced by males.strata layers of rock.theory of evolution Darwinian theory that species change over time; that many similar species have a common ancestor. tissues groups of the same type of cell that carry out the same function.unicellular consisting of only one cell; for example, bacterium.vaccination process of placing weakened or dead pathogens in a healthy person or animal, with the purpose of triggering their body to fight pathogens which might enter the body.voltage force that is the difference between two components in an electrical circuit; measured in volts.Watson-crick model of DnA a model of DNA, built by Watson-Crick in 1953, including base pairs, phosphate, and deoxyribose sugar arranged to form the double helix structure.


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