Term 3: May The Force Be With You. Learning Area Map: Science Year 7

Term 1: Mix It Up!

Term 2: Sort It Out

Term 3: May The Force Be With You

Term 4: What on Earth?

Learning Area Map: Science Year 7 Broad Curriculum Content: Reference: AusVels (see link below) http://ausvels.vcaa.vic.edu.au/Science/Curriculum/F-10#level=7 In Level 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 consider the interaction between multiple forces when explaining changes in an object’s motion. They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered. They investigate relationships in the Earth, sun, moon system and use models to predict and explain events. Students make accurate measurements and control variables to analyse relationships between system components and explore and explain these relationships through increasingly complex representations.

Term: 1 Topic: Mix It Up! Timeframe: Term 1. (10 weeks)

Big Idea: Interaction and change

Enduring Understandings • • • • • •

Science allows us to improve our understanding and explanations of the natural world Scientific knowledge and understanding is based on evidence that changes as new evidence becomes available Science influences society by posing and responding to social and ethical questions Developments in science are based on the needs of society Science advances through the contributions of many different people from different cultures There are many rewarding science based career paths.

Essential Questions What is a solute, solvent and solution? What is a suspension? What is a mixture? What techniques are available to separate components of mixtures? Why is it useful to separate mixtures? • How are separating techniques used in areas of human activity such as industry, agriculture and marine and terrestrial resource management? Key Skills and Understandings Student will know: • how to differentiate between a compound and a mixture • the techniques available to separate solids from mixtures • the techniques available to separate soluble substances from mixtures • everyday applications of physical separation techniques such as water treatment; and natural separation such as the water cycle

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Students will understand: • that predictions can be made on the basis of knowledge and understanding • that predictions can be tested scientifically using equipment appropriate to the task • that data can be used to identify relationships and draw conclusions • that conventions are used in science to communicate ideas, findings and solutions to problems • that scientists need to consider the responsible use and disposal of materials during scientific inquiry Students will be able to: • use evidence provided by scientific investigations to evaluate the claims and/or conclusions of others

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identify and analyse data which provides evidence to support or negate scientific research recognise that the solution of some questions and problems requires consideration of social, cultural, economic and/or moral aspects rather than or as well as scientific investigation

Standards addressed: Reference: AusVels (See link below) http://ausvels.vcaa.vic.edu.au/Science/Curriculum/F-10#level=7 Science as a Human Endeavour Nature and development of Science Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world. Science knowledge can develop through collaboration and connecting ideas across the disciplines of science. Use and influence of science Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations. Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management. People use understanding and skills from across the disciplines of science in their occupations. Science Understanding Chemical Sciences Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques. Science Inquiry Skills Questioning and predicting Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge Planning and conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed. In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task. Processing and analysing data and information Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed. In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task 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. Use scientific knowledge and findings from investigations to evaluate claims. Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate

Assessment: Formative assessment: Mix It Up! Learning Sequence can be located on Compass

Summative assessment:

Year 7 Mix It Up! CAT 2015.docx

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Term: 2 Topic: Sort It Out Timeframe: Term 2 (10 weeks) Big Idea: All things can be classified into groups based on similarities and differences Enduring Understandings: • Science and technology contribute to finding solutions to a range of contemporary issues • Science understanding influences the development of practices in society. • People use understanding and skills from across the disciplines of science in their occupations. • Scientific knowledge changes as new evidence becomes available • Scientific discoveries have significantly changed people’s understanding of the world. • Science knowledge can develop through collaboration and connecting ideas across the disciplines of science. Key Skills and Understandings Students will know: • how to group living and non-living objects based on their similarities and differences; • the relationships between the biotic and abiotic features of an ecosystem; • the reasons why biological classification is used; • the reasons why biological classification has changed over time; • the five kingdoms used to classify living organisms (Animalia, Plantae, Fungi, Protista, Monera); and • the different levels in a hierarchical classification system (KPCOFGS). Students will understand: • the reasons for classifying such as identification and communication • how biological classifications have changed over time • that keys can be developed and used to classify organisms based on similarities and differences and/or on evolutionary relationships • that hierarchical systems can be used the classify all living organisms • that food chains and food webs can be used to describe interactions between organisms Students will be able to: • group a variety of different organisms on the basis of their similarities and differences • use hierarchical systems such as KPCOFGS to classify different living organisms • use scientific conventions for naming species (e.g. binomial naming) • use keys to identify organisms surveyed in a local habitat (i.e. wetlands, school grounds) Essential Questions: • What is the meaning of the terms biotic and abiotic? • What is the relationship between the biotic and abiotic features of an ecosystem? • What is the purpose of classification? • What are the similarities and differences between and within groups of organisms? • How does classification help organise diversity? • How has science changed over time in relation to classification? • How can human activity affect the interactions between organisms? • How can food chains and food webs be used to describe interactions between organisms? • How are scientific conventions used for naming different species? Standards covered: Reference: AusVels (See link below) http://ausvels.vcaa.vic.edu.au/Science/Curriculum/F-10#level=7 Science Understanding Biological Sciences There are differences within and between groups of organisms; classification helps organise this diversity. There are differences within and between groups of organisms; classification helps organise this diversity. Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions

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Science as a Human Endeavour Use and influence of science Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations. Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management. People use understanding and skills from across the disciplines of science in their occupations. Science Inquiry Skills Questioning and predicting Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge Planning and conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed. In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task. Processing and analysing data and information Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed. In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task 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. Use scientific knowledge and findings from investigations to evaluate claims. Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate

Assessment: Formative assessment: Sort It Out Learning Sequence can be located on Compass Summative assessment:

Sort It Out CAT 2014.docx

Term: 3 Topic: May The Force Be With You Timeline: 10 weeks Big Idea: Forces are always acting upon us Enduring Understandings: • different forces have different effects on familiar objects • forces can be balanced, as in stationary objects, or unbalanced, as in falling objects • gravity affects objects on the surface of Earth and keeps planets in orbit around the sun Key Skills and Understandings Students will know: • the different forces and the familiar objects they act on • the effects of applying different forces on different objects • the effects of gravity on the surface of the Earth Students will understand: • the effects of different forces on familiar objects can be modelled using everyday examples of machines, tools and appliances • gravity keeps planets in orbit around the sun Students will be able to: • apply different forces to familiar objects • identify common situations where forces are balanced or unbalanced

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• differentiate between balanced and unbalanced forces • manipulate balanced forces to make them unbalanced, and vice versa • design a controlled experiment to determine the effects of different forces on familiar objects • use everyday examples of machines, tools and appliances to describe force and motion • demonstrate the effects of gravity on the surface of Earth Essential Questions: • What is a force? • How are forces measured? • What is friction? • What causes friction? • What techniques can be used to reduce friction? • What is gravity? • What affects does gravity have on the surface of the Earth? Standards covered: Reference: AusVels (See link below) http://ausvels.vcaa.vic.edu.au/Science/Curriculum/F-10#level=7 Science Understanding Physical Sciences Change to an object’s motion is caused by unbalanced forces acting on the object. Earth’s gravity pulls objects towards the centre of the Earth. Science as a Human Endeavour Use and influence of science Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations. Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management. People use understanding and skills from across the disciplines of science in their occupations. Science Inquiry Skills Questioning and predicting Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge Planning and conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed. In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task. Processing and analysing data and information Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed. In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task 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. Use scientific knowledge and findings from investigations to evaluate claims. Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate Assessment: Formative assessment: May The Force Be With You Learning Sequence can be located on Compass Summative assessment:

year 7 forces CAT scaffolded.docx

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Term: 4 Topic: What on Earth? Timeframe: 8 weeks Big Idea: How does the relative positions of the Earth, sun and moon affect phenomena on Earth? Enduring Understandings: • relationships exist between the Earth, sun and moon systems • energy and matter flow through an ecosystem (e.g. water cycle) • changing components within ecosystems can have beneficial/detrimental effects Essential Questions: • What causes the seasons? • What causes a change from day to night in a 24-hour period? • What causes the tides? • What are the different stages of the water cycle? • What influences the water cycle? Key Skills and Understandings Students will know: • the different Earth repetitions (day and night, years, seasons) • how the moon affects the ocean tides • the stages of the water cycle • the main impacts of changing components in an ecosystem Students will understand: • that relationships exist between the Earth, sun and moon systems • that energy and matter continuously flow through an ecosystem (e.g. water cycle) • that changing components within ecosystems can be beneficial or detrimental Students will be able to: • create a model to demonstrate the movement of Earth in space • write a summary report on how our knowledge and understanding of the water cycle is being used to our advantage Standards covered: Reference: AusVels (See link below) http://ausvels.vcaa.vic.edu.au/Science/Curriculum/F-10#level=7 Science Understanding Earth Sciences Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon. Water is an important resource that cycles through the environment. Science as a Human Endeavour Use and influence of science Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations. Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management. People use understanding and skills from across the disciplines of science in their occupations. Science Inquiry Skills Questioning and predicting Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge Planning and conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed. In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task. Processing and analysing data and information Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed. In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task Evaluating

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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. Use scientific knowledge and findings from investigations to evaluate claims. Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate Assessment: Formative assessment: What On Earth? Learning Sequence can be located on Compass Summative assessment:

What On Earth Learning Sequence 2015.docx

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