ac science yr9 plan

7/25/2019 Ac Science Yr9 Plan

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Year 9 plan Australian Curriculum: Science

Implementation year: School name:

Identifycurriculum

Year level description

(highlighted aspectsindicate differences fromthe previous year level)

The Science Inquiry Skillsand the Science as a Human Endeavourstrands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in theAchievement Standards and also to the content of the Science Understandingstrand for the relevant year level to ensure that these two strands are addressed over the two-year period. The threestrands 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 aredecisions to be made by the teacher.

ver !ears " to #$, students develop their understanding of microscopic and atomic structures, how systems at a range of scales are shaped by flows of energy and matter and interactions due toforces, and develop the ability to %uantify changes and relative amounts. In !ear &, students consider the operation of systems at a range of scales. They explore ways in which the human body

as a system responds to its external environment and the interdependencies between biotic and abiotic components of ecosystems. They are introduced to the notion of the atom as a system ofprotons, electrons and neutrons, and how this system can change through nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play animportant role in many systems. They are introduced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer. They begin to apply theirunderstanding of energy and forces to global systems such as continental movement.

Achievement standard 'y the end of !ear &, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe

modelsof energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analysehow biological systemsfunction and respond to external changes with reference to interdependencies, energy transfers and flows of matter.They describe social and technological factors that have influenced scientificdevelopments and predict how future applications of science and technologymay affect people(s lives.

Students design%uestions that can be investigated using a range of in%uiry s)ills. They designmethods that include the control and accurate measurement of variablesand systematic collectionofdataand describe how they considered ethics and safety. They analysetrendsindata, identify relationshipsbetween variablesand reveal inconsistencies in results. They analysetheirmethods and the %uality of their data, and explain specific actions to improve the %uality of their evidence.They evaluateothers( methods and explanations from a scientific perspective and useappropriate language and representations when communicating their findings and ideas to specific audiences.

Source* Australian +urriculum, Assessment and eporting Authority A+AA,Australian Curriculum v3.0: Science for oundation!"0, www.australiancurriculum.edu.au/Science/+urriculum/0-#$1.

Term overvie Term ! Term " Term # Term $

%ueensland Studies Authority2 an uar y 3 $# 3 4!
http://www.australiancurriculum.edu.au/Glossary?a=S&t=modelshttp://www.australiancurriculum.edu.au/Glossary?a=S&t=modelshttp://www.australiancurriculum.edu.au/Glossary?a=S&t=analysehttp://www.australiancurriculum.edu.au/Glossary?a=S&t=systemshttp://www.australiancurriculum.edu.au/Glossary?a=S&t=matterhttp://www.australiancurriculum.edu.au/Glossary?a=S&t=matterhttp://www.australiancurriculum.edu.au/Glossary?a=S&t=technologyhttp://www.australiancurriculum.edu.au/Glossary?a=S&t=designhttp://www.australiancurriculum.edu.au/Glossary?a=S&t=designhttp://www.australiancurriculum.edu.au/Glossary?a=S&t=variableshttp://www.australiancurriculum.edu.au/Glossary?a=S&t=datahttp://www.australiancurriculum.edu.au/Glossary?a=S&t=datahttp://www.australiancurriculum.edu.au/Glossary?a=S&t=analysehttp://www.australiancurriculum.edu.au/Glossary?a=S&t=trendshttp://www.australiancurriculum.edu.au/Glossary?a=S&t=datahttp://www.australiancurriculum.edu.au/Glossary?a=S&t=datahttp://www.australiancurriculum.edu.au/Glossary?a=S&t=relationshipshttp://www.australiancurriculum.edu.au/Glossary?a=S&t=variableshttp://www.australiancurriculum.edu.au/Glossary?a=S&t=variableshttp://www.australiancurriculum.edu.au/Glossary?a=S&t=analysehttp://www.australiancurriculum.edu.au/Glossary?a=S&t=datahttp://www.australiancurriculum.edu.au/Glossary?a=S&t=evidencehttp://www.australiancurriculum.edu.au/Glossary?a=S&t=evidencehttp://www.australiancurriculum.edu.au/Glossary?a=S&t=evaluatehttp://www.australiancurriculum.edu.au/Glossary?a=S&t=evaluatehttp://www.australiancurriculum.edu.au/Glossary?a=S&t=analysehttp://www.australiancurriculum.edu.au/Glossary?a=S&t=systemshttp://www.australiancurriculum.edu.au/Glossary?a=S&t=matterhttp://www.australiancurriculum.edu.au/Glossary?a=S&t=technologyhttp://www.australiancurriculum.edu.au/Glossary?a=S&t=designhttp://www.australiancurriculum.edu.au/Glossary?a=S&t=designhttp://www.australiancurriculum.edu.au/Glossary?a=S&t=variableshttp://www.australiancurriculum.edu.au/Glossary?a=S&t=datahttp://www.australiancurriculum.edu.au/Glossary?a=S&t=analysehttp://www.australiancurriculum.edu.au/Glossary?a=S&t=trendshttp://www.australiancurriculum.edu.au/Glossary?a=S&t=datahttp://www.australiancurriculum.edu.au/Glossary?a=S&t=relationshipshttp://www.australiancurriculum.edu.au/Glossary?a=S&t=variableshttp://www.australiancurriculum.edu.au/Glossary?a=S&t=analysehttp://www.australiancurriculum.edu.au/Glossary?a=S&t=datahttp://www.australiancurriculum.edu.au/Glossary?a=S&t=evidencehttp://www.australiancurriculum.edu.au/Glossary?a=S&t=evaluatehttp://www.australiancurriculum.edu.au/Glossary?a=S&t=models


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Teachingandlearning

&ife in the 'alance

5uring this term students explore theoverarching ideas of stability and changethrough the investigation of body systems andecosystems.

Students will*

6 investigate the balance or e%uilibrium offactors in a system that is in a steady state

6 investigate inputs, outputs and boundariesof systems and the role of the componentsthat ma)e up subsystems

6 learn how the coordination of therespiratory, circulatory, digestive andexcretory systems provides there%uirements of life in complex organisms

6 use their new )nowledge to test, challengeor debate health-based claims made inadvertising

6 investigate the chemical processes ofrespiration and photosynthesis and theirrole in the energy flow in an ecosystem

6 explore the interdependencies of biotic andabiotic components of ecosystems

6 explore the interactions of organisms suchas predator/prey, parasites, competitorsand pollinators

6 compare how a disease affects thee%uilibrium of a body system and modelhow a change in the environment affectsthe e%uilibrium of an ecosystem

The changing arth

5uring this term students explore thedevelopment of the theory of plate tectonics.They extend their learning from Term # byconsidering destructive changes inecosystems.

Students will*

6 learn that continental drift theory wasinitially only based on circumstantialevidence, such as the shapes of thecontinents appearing to 7fit8 together, andwas generally not accepted

6 investigate the evidence that helpedestablish plate tectonics as the currentparadigm of 9arth Science, such as mantleconvection and variable magnetic fields inroc)s of different ages

6 conduct practical investigations to modelthe role of heat energy and convectioncurrents in the movement of tectonic plates

6 investigate technical advances associatedwith 9arth Science, such as ultrasound,laser, sonar, satellites and seismometers,and their use in government and industry

6 consider the effect of natural disasters on9arth and the environment

6 relate the occurrence of earth%ua)es,tsunamis and volcanic activity toconstructive and destructive plateboundaries

emplar unit: *aves and particles

5uring this term students examine aspects ofthe chemical and physical sciences throughatomic and wave models. Their understandingof these models is developed and reinforcedthrough targeted activities.

Students will*

6 appreciate that evidence provides the basisof explanations used by scientists to formmodels and theories

6 understand that models and theories arerefined over time through %uestioning andexperimentation

6 conduct experiments to develop anunderstanding of the features of the wavemodel used to describe the behaviour ofsound and light

6 construct a physical model of the atom

6 understand the limitations of physicalmodels used to explain light and matter.0or example, radiation energy does notre%uire a medium and electron movementis not similar to planetary motion

6 wor) collaboratively to design andcommunicate the results of a scientificin%uiry

6 describe the evidence that underpinned thedifferent historical models for the structureof the atom

6 describe the models of sound and light

The patterns of chemistry

5uring this term students examine howchemical reactions are used to describe thepatterns of change observed in systems inwhich matter transforms.

Students will*

6 identify reactants and products in chemicalreactions

6 model a chemical reaction based on therearrangement of atoms

6 describe observed reactions using worde%uations and introduce simple symbolice%uations

6 consider types and patterns of chemicalreactions, such as combustion, acids withmetals, bases, and carbonates

6 explore where combustion, acid with metal,bases and carbonates reactions occur intheir everyday lives

6 conduct investigations to identify reactionsas endothermic or exothermic

6 investigate the real-life use of endothermicand exothermic reactions, for example in:9s :eal, eady-to-9at and hot andcold pac)s

6 design an investigation to evaluate thenutritional content claims of :9s

6 accurately collect and record data frominvestigations

Teachinga

ndlearning

6 construct evidence-based arguments usingappropriate scientific language,conventions and representations.

6 describe the history of 9arth over time andexplore the age and stability of the

Australian continent.

6 explain how models for the structure of theatom and the nature of light have beendeveloped over considerable time andhave been refined in the light of newevidence and explanations.

6 analyse patterns and trends in data to drawevidence-based conclusions usingscientific language

6 ma)e predictions and conduct fair and safeinvestigations to explore the conservationof mass in chemical reactions

6 discuss how the conservation of mass isrepresented in chemical e%uations.

A'original and Torres StraitIslander perspectives

Science provides opportunities for students to strengthen their appreciation and u nderstanding of Aboriginal peoples and Torres Strait Islander peoples and their living cultures. Specific contentand s)ills within relevant sections of the curriculum can be drawn upon to encourage engagement with*

6Aboriginal and Torres Strait Islander framewor)s of )nowing and ways of learning

6 Indigenous contexts in which Aboriginal and Torres Strait Islander peoples live

6 Aboriginal peoples( and Torres Strait Islander peoples( contributions to Australian society and cultures.Science provides opportunities to explore aspects of Australian Indigenous )nowing with connection to, and guidance from, the communities who own them. ;sing a respectful in%uiry approach,students have the opportunity to explore non-Indigenous science interpretations of Aboriginal and Torres Strait Islander lifestyles including )nowledge of natural phenomena< native flora andfauna< and land, water and waste management. ;sing an in%uiry approach enables students to learn science in contexts that are valued by Aboriginal and Torres Strait Islander students, theirpeers and communities, ac)nowledging their values and approaches to learning.

+eneral capa'ilities andcross,curriculum priorities

pportunities to engage with*




" 4 Year 9 planAustralian +urriculum* Science


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-eyto general capabilities and

cross-curriculum priorities=iteracy

>umeracy

I+T capability

+ritical and creative thin)ing

9thical behaviour

?ersonal and social capability

Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia(s engagement with Asia Sustainability

.evelopassessment

Assessment

0or advice and guidelines onassessment, seewww.%sa.%ld.edu.au

A folio is a targeted selection of evidence of student learning and includes a range of responses to a variety of assessment techni%ues. A folio is used to ma)e an overall on-balance @udgmentabout student achievement and progress at appropriate points and informs the reporting process.

Term ! Term " Term # Term $

*ee/ Assessment instrument *ee/ Assessment instrument *ee/ Assessment instrument *ee/ Assessment instrument

3B +ollection of wor) Critten

6 graphs and tables6 labelled diagrams

6 written explanations

6 science @ournal entries

6 science reports.

D& +ol lect ion of wor) Cri tten

Eather a collection of responses

based on the FSA Assessment'an) pac)ages*

# $%e c%anging Eart% test

# Sna&s%ots in time.

3G 9xperimental investigation* 5esign:ultimodal

6 Investigate a traditional Aboriginalor Torres Strait Islander musicalinstrument, identifying its )eyfeatures and how it produces andvaries its sounds.

6 5esign and construct a musicalinstrument and investigate theeffect the change of one variablehas on the sound produced theinstrument.

3" +ollection of wor) Critten

6 graphs and tables6 labelled diagrams

6 written explanations

6 science @ournal entries

6 science reports.

H& +ollection of wor) Critten

Eather a collection of responsesbased on the FSA Assessment'an) pac)ages*

# '0"0 (ear ) Science *CA$

# '0"" (ear ) Science *CA$6 Ecosystems test.

& Supervised assessment* Short andextended responses Critten

B& 9xperimental investigation* Scientificreport Critten

?lan and conduct a fair investigationto evaluate the nutritional contentclaims of :9s.

%CATs: Identify the curriculum targeted by the F+AT and schedule its implementationappropriate to the se%uence of learning.

0a/e1udgmentsand

c/

0oderation Teachers develop tas)s and plan units.

Teachers co-mar) tas)s to ensure consistencyof @udgments.

Teachers develop tas)s and plan units.

Teachers select representative folios and meetto ensure consistency of @udgments beforemar)ing tas)s.


Teachers select representative folios and meetto ensure consistency of @udgments beforemar)ing tas)s.

Teachers choose a selection of the F+ATs tocalibrate. They moderate to ensureconsistency of @udgments.


Teachers co-mar) tas)s to ensure consistencyof @udgments.

Teachers participate in school and clustermoderation of the F+ATs.

%ueensland Studies Authority2 an uar y 3 $# 3 4#
http://www.qsa.qld.edu.au/http://www.qsa.qld.edu.au/


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Year 9 Science: review for balance and coverage of content descriptions

Science 2nderstanding ! " # $

3iological sciences

:ulti-cellular organisms rely on coordinated andinterdependent internal systems to respond to

changes to their environment A+SS;#"G

9cosystems consist of communities ofinterdependent organisms and abioticcomponents of the environment< matter andenergy flow through these systems

A+SS;#"

Chemical sciences

All matter is made of atoms which are composedof protons, neutrons and electrons< naturalradioactivity arises from the decay of nuclei in

atomsA+SS;#""

+hemical reactions involve rearranging atoms toform new substances< during a chemical reaction

mass is not created or destroyed A+SS;#"B

+hemical reactions, including combustion andthe reactions of acids, are important in both non-living and living systems and involve energy

transfer A+SS;#"&

arth and space sciences

The theory of plate tectonics explains global

patterns of geological activity and continentalmovement A+SS;#B$

4hysical sciences

9nergy transfer through different mediums canbe explained using wave and particle models

A+SS;#B3

Science as a 5uman ndeavour ! " # $

6ature and development of science

Scientific understanding, including models andtheories, are contestable and are refined overtime through a process of review by the scientific

community A+SJ9#G"

Advances in scientific understanding often relyon developments in technology andtechnological advances are often lin)ed to

scientific discoveriesA+SJ9#GB

2se and influence of science

?eople can use scientific )nowledge to evaluatewhether they should accept claims, explanations

or predictionsA+SJ9#$

Advances in science and emerging sciences andtechnologies can significantly affect people(slives, including generating new career

opportunitiesA+SJ9##

The values and needs of contemporary societycan influence the focus of scientific research

A+SJ933B

$ 4 Year 9 planAustralian +urriculum* Science
http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU175http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU176http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU177http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU177http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU178http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU179http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU180http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU182http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE157http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE158http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE158http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE160http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE160http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE161http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE161http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE228http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU175http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU176http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU177http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU178http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU179http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU180http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU182http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE157http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE158http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE160http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE161http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSHE228


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Science In7uiry S/ills ! " # $

%uestioning and predicting

0ormulate %uestions or hypotheses that can be investigated scientifically A+SIS#H

4lanning and conducting

?lan, select and use appropriate investigation methods, including field wor) and laboratory experimentation, to collect reliable data< assess ris) and address

ethical issues associated with these methods A+SIS#G

Select and use appropriate e%uipment, including digital technologies, to systematically and accurately collect and record data A+SIS#

4rocessing and analysing data and information

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies A+SIS#&

;se )nowledge of scientific concepts to draw conclusions that are consistent with evidence A+SIS#"$

valuating

9valuate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the %uality of the

data A+SIS#"#

+ritically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems A+SIS#"3

Communicating

+ommunicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific

language, conventions and representations A+SIS#"H

%ueensland Studies Authority2 an uar y 3 $# 3 48
http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS164http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS165http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS166http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS169http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS170http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS171http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS172http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS174http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS164http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS165http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS166http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS169http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS170http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS171http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS172http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS174


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Source* Australian +urriculum, Assessment and eporting Authority A+AA,Australian Curriculum v3.0: Science for oundation!"0, www.australiancurriculum.edu.au/Science/+urriculum/0-#$1.

ac science yr9 plan

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