ScienceWorld - Macmillan Science and Education and ... · Web viewScienceWorld 1 ScienceWorld 2 ScienceWorld 3 Testing reaction time Chapter 2 p 40 Doing a project pp 64–67 Stretching

ScienceWorld

Course construction guide for

ScienceWorld by Stannard and Williamson

Contents

Introduction

1

Essential learnings

1

Syllabus learnings

1

Teaching units

2

Working with technology

2

Constructivist approach

2

Assessment

2

Essential learnings (Year 9) checklist

34

Syllabus core learnings checklists (Levels 46)

57

SummaryKnowledge and Understanding Essential Learnings8

SummaryExperiments

9

SummaryAnimations (on Student and Teacher CDs)

10

Teaching units for ScienceWorld 13

1150

Further information

51

Introduction

The ScienceWorld junior science series published by Macmillan is designed to develop the QCAR Year 9 Essential Learnings. These essential learnings can be matched to the core learnings from the five strands for Levels 5 and 6 of the syllabus. Some Level 4 learnings are consolidated in ScienceWorld 1, and some discretionary learnings (including beyond Level 6) are also included. All chapters include many opportunities for students to develop ways of working (Working scientifically), and the first one or two chapters in each book are devoted exclusively to these learnings.

This course construction guide has been prepared as a template from which schools can develop their own junior Science work programs using ScienceWorld. Schools can add, delete and modify this Word document to fit their particular situation: for example, by adding resources.

Essential learnings

On pages 34 is a checklist that indicates the match between ScienceWorld and the QCAR Essential Learnings to be developed by the end of Year 9. The references in the checklist are to the chapters in the three books. ScienceWorld is designed so that there are adequate opportunities to develop all of the Year 9 Essential Learnings in Books 1 and 2. Book 3 is designed as a foundation for the senior sciences and to act as a transition from the junior school to the senior school.

Syllabus learnings

On pages 57 are checklists that indicate the match between ScienceWorld and the core learnings of the syllabus. The three books fit the syllabus levels as follows:

ScienceWorld 1Year 8Levels 4 and 5

ScienceWorld 2Year 9Levels 5 and 6

ScienceWorld 3Year 10Level 6 (and beyond)

Many learnings occur in more than one chapter. In the summary grid on page 8 each ScienceWorld chapter has been placed in the area of knowledge and understanding to which it contributes most strongly.

There are many opportunities throughout ScienceWorld to develop essential learnings such as plan investigations guided by scientific concepts, and design and carry out fair tests.

1

Teaching units

On pages 1150 there are teaching units for each of the chapters, which include the following:

athe learning focus, which is the Getting Started activity

bthe key Essential Learnings for the chapter, with references to pages in the books; teachers may, of course, be able to identify opportunities to develop Essential Learnings that are not listed.

cCore Learnings from the syllabus, as well as some discretionary learnings

dworking scientifically learnings (investigating, understanding and communicating)

eresources that are listed in the ScienceWorld Teacher Editions; teachers can, of course, add to this list.

Working with technology

Throughout the texts are little green boxes with a yellow working with technology icon. These are pointers to the animations, ICT skillsheets and crosswords on the student and teacher CDs.

The animations are listed on page 10 of this guide. There are seven ICT skillsheets. Many students, but not all, will have some knowledge of the common computer applications, so the skillsheets are written as Getting started with

Microsoft Word

Microsoft Worddrawings and pictures

Microsoft Wordtables and charts

Microsoft Excel

Microsoft PowerPoint

Google

Dataloggers.

All the Webwatch sites can be quickly accessed by clicking on the links in www.scienceworld.net.au.

Constructivist approach

ScienceWorld can be used to facilitate a constructivist approach in which you find out what students already know and then allow them to construct new understandings or consolidate their current understandings. Each chapter has a Getting started section that allows teachers to set an everyday context and find out what students already know. For example, to introduce ScienceWorld 1, Chapter 12 Energy in our lives, students are asked to work in small groups to brainstorm their ideas about energy.

The workbooks that accompany ScienceWorld are language-based and are designed to facilitate a minds-on approach. In the workbooks for ScienceWorld 1 and 2 each chapter begins with a section called What do you know already? There are also overviews and concept maps (mind maps) to assist students in constructing knowledge.

Assessment

Schools will need to add assessment details to their work program. Each chapter has a diagnostic test (with answers). The teacher CDs in the teacher editions contain question banks for each chapter with answers, as well as an assessment task for each chapter, with a marking rubric based on the Essential Learnings assessable elements of knowledge and understanding, investigating, communicating and reflecting.

2

Year 9 Essential Learnings checklist

Ways of working

Students are able to:

ScienceWorld 1 chapters



identify problems and issues, formulate scientific questions and design investigations

2, 3, P, 8, 11

1, 3

10

plan investigations guided by scientific concepts and design and carry out fair tests

P, 4, 8

1, 2, 9

1, 2, 5, 7, 12

research and analyse data, information and evidence

P, 7

6, 7, 9, 12

2, 3, 5, 7, 8, 11

evaluate data, information and evidence to identify connections, construct arguments and link results to theory

P, 4, 6, 10, 12, 13

2, 3, 4, 5, 7, 8, 11, 12

3, 4, 5, 9

select and use scientific equipment and technologies to enhance the reliability and accuracy of data collected in investigations

P, 1, 2, 4, 8, 9

3, 6

2, 3, 5, 11, 12

conduct and apply safety audits and identify and manage risks

P, 1, 3, 8, 11, 12

4, 8, 10

10

draw conclusions that summarise and explain patterns, and that are consistent with the data and respond to the question

P, 3, 4, 5, 6, 8, 10

1, 2, 5, 8, 9, 10

1, 4, 6, 7, 9, 11, 12

communicate scientific ideas, explanations, conclusions, decisions and data, using scientific argument and terminology, in appropriate formats

P, 1, 5, 7, 9, 10, 11, 13

1, 4, 5, 7, 8, 11, 12

1, 2, 3, 4, 6, 7, 8, 12, 13

reflect on different perspectives and evaluate the influence of peoples values and culture on the applications of science

6

13

1, 2, 6

reflect on learning, apply new understandings and justify future applications

6, 11, 13

8, 9

PDoing a project

Knowledge and understanding

Science as a human endeavour

Responsible and informed decisions about real-world issues are influenced by the application of scientific knowledge.

Immediate and long-term consequences of human activity can be predicted by considering past and present events

2, 12

10, 11

6

Responsible, ethical and informed decisions about social priorities often require the application of scientific understanding

9, 13

6, 8, 9

People from different cultures contribute to and shape the development of science

1, 4, 5, 6, 11, 13

1, 4, 9

4, 11, 13

3

Year 9 Essential Learnings checklist (continued)


Earth and beyond

Events on earth and in space are explained using scientific theories and ideas, including the geological and environmental history of the earth and the universe.




Scientific ideas and theories offer explanations about the earth that extend to the origins of the universe

6

12

Global patterns of change on earth and in its atmosphere can be predicted and modelled

3

13

Geological evidence can be interpreted to provide information about past and present events

13

7

Energy and change

Forces and energy are identified and analysed to help understand and develop technologies, and to make predictions about events in the world.

An unbalanced force acting on a body results in a change of motion

4, 7

7

5, 13

Objects remain stationary or in constant motion under the influence of balanced forces

4

5, 13

Energy can be transferred from one medium to another

12

3

Transfer of energy can vary according to the medium in which it travels

11

3, 8

3

Energy is converted when it is transferred or transformed

11, 12

8

4, 6, 11

Life and living

Organisms interact with their environment in order to survive and reproduce.

The diversity of plants and animals can be explained using the theory of evolution through natural selection

11

9

In ecosystems, organisms interact with each other and their surroundings

7

11, 13

Complex organisms depend on interacting body systems to meet their needs internally and with respect to their environment

9

5

7

All the information required for life is a result of genetic information being passed from parent to offspring

6

8

Changes in ecosystems have causes and consequences that may be predicted

7

13

Natural and processed materials

The properties of materials are determined by their structure and their interaction with other materials.

Changes in physical properties of substances can be explained using the particle model

10

2

9

Matter can be classified according to its structure

8

4, 9, 10

10, 11

Chemical reactions can be described using word and balanced equations

3

2, 4, 10

10, 11, 12

Reaction rate is affected by various factors, including temperature, concentration and surface area

3

2

4

Syllabus Core Learnings checklist (Level 4)


Core Learnings

ScienceWorld 1


(Science and Society)

4.1 Outline some contributions to the development of scientific ideas made by people from different cultural and historical backgrounds.

1, 2, 6, 7

4.2 Use the elements of a fair test when considering the design of their investigations.

2, 3, Projects, 4, 11

4.3 Present analyses of the short- and long-term effects of some of the ways in which science is used.

3, 5

Earth and beyond

4.1 Recognise and analyse some interactions (including the weather) between systems of Earth and beyond.

4.2 Collect information which illustrates that changes on Earth and in the solar system occur on different scales of time and space.

6, 13

4.3 Summarise information to compare ways in which different communities use resources from the Earth and beyond.

6, 13

Energy and change

4.1 Design and perform investigations into relationships between forces, motion and energy.

4, 11, 12

4.2 Collect and present information about the transfer and transformation of energy (including potential and kinetic energy).

12

4.3 Present alternative ways of obtaining and using energy (including energy from the sun and from fossil fuels) for particular purposes.

Life and living

4.1 Examine the internal and external structure of living things (including animal respiratory systems and plant systems) and account for observed similarities and differences in terms of adaptation.

5

4.2 Identify and analyse similarities and differences in the ways that different living things reproduce.

9

4.3 Make generalisations about the types of interaction which take place between the living and non-living parts of the environment.

7


4.1 Collect information and propose ideas to explain the properties of materials in terms of each materials underlying structure.

10

4.2 Identify patterns in the types of change that take place in materials.

3, 10

4.3 Examine and assess ways that materials can be changed to make them more useful.

3, 7, 13

5



Core Learnings

ScienceWorld 1

ScienceWorld 2



5.1 Consider how and why scientific ideas have changed over time.

5, 6

1, 3, 4, 6, 7, 11, 12

5.2 Refine investigations after evaluating variations and inconsistencies in experimental findings.

Projects, 8, 12

1, 2, 3, 9

5.3 Analyse the relationship between social attitudes and decisions about the applications of science.

3

1, 9, 13

Earth and beyond

5.1 Explain how present-day features and events can be used to make inferences about past events and changes in Earth and beyond.

6, 13

7, 12

5.2 Infer from data that the events that occur on Earth and in the solar system can have effects at other times and in other places.

6, 13

7

5.3 Prepare scenarios about the use of renewable and non-renewable resources of the Earth and beyond.

12

Energy and change

5.1 Analyse situations where various forces (including balanced and unbalanced forces) act on objects.

4

5.2 Explain how energy is transferred and transformed (including energy transfer by convection and conduction).

12

3, 8

5.3 Discuss the consequences of different ways of obtaining and using energy (including nuclear energy).

8

Life and living

5.1 Collect information about the structure (including cell structure) and function of living things and relate structure and function to survival.

9

5, 6, 11

5.2 Evaluate different processes and strategies of reproduction (including asexual reproduction and care of young) in terms of their relative efficiency in ensuring survival of offspring.

9

5.3 Evaluate the consequences of interactions between the living and non-living parts of environments.

7

11, 13


5.1 Present information in a variety of ways to explain the structure and behaviour of matter in terms of particles of which it is made.

10

2, 4, 9, 10

5.2 Make inferences about the effect of various factors (including temperature of the reaction and surface area of the reactants) on the nature and rate of reactions.

2

5.3 Devise tests and interpret data to show that the properties and interactions of materials influence their use.

3, 10

2, 9, 10

6



Core Learnings

ScienceWorld 2

ScienceWorld 3



6.1 Evaluate contributions to the development of scientific ideas made by individuals and groups in the past and present, and consider factors which have assisted or hindered them.

2, 4, 6, 7, 9, 11, 12

1, 4, 9, 12

6.2 Design and perform controlled investigations to produce believable evidence.

1, 2, 3, 8, 10

1, 2, 5, 6, 7, 12

6.3 Use scientific concepts to evaluate the costs and benefits of applications of science (including agricultural and industrial practices).

1, 10, 13

6, 8, 9

Earth and beyond

6.1 Use scientific ideas and theories about interactions within and between systems of the Earth and beyond to explain past and present features and events.

7, 12, 13

6.2 Use scientific ideas about the Earth and components of the universe to explain how events over time and in space can lead to catastrophic changes.

7, 12, 13

6.3 Argue a position regarding stewardship of the Earth and beyond, and consider the implications of using renewable and non-renewable resources.

6

Energy and change

6.1 Use scientific ideas of motion (including action and reaction) to explain everyday experiences.

5, 13

6.2 Model and analyse applications of energy transfer and transformation.

3, 8

3, 4, 5, 6

6.3 Evaluate the immediate and long-term consequences of different ways of obtaining and using energy.

6

Life and living

6.1 Seek reasons for and can explain why functioning and behaviour change in response to variations in internal and external conditions (including disease, temperature, water and light).

5, 11

7

6.2 Use scientific ideas (including concepts of genetics and natural selection) to explain how variation in living things leads to change in species over time.

11

9

6.3 Prepare scenarios to describe the potential long-term effects of changes in biodiversity caused by human action on ecosystems.

13


6.1 Explain the structure and properties of matter using models of atoms and molecules.

2, 4, 9, 10

10, 11, 12

6.2 Use identified patterns of change to predict interactions between materials.

4, 9, 10

10, 11, 12

6.3 Collect and present information about the relationship between the commercial production of industrial, agricultural and fuel products and their properties.

9

11, 12

7

SummaryKnowledge and Understanding Essential Learnings


Year 8

Year 9

Year 10



1Working in a laboratory

2Science skills

1Science at work

1Science is investigating

2Consumer science

Earth and beyond

6Exploring space

13Rocks

7The changing Earth

12Exploring the universe

13Space science

Energy and change

4Forces

11Electricity

12Energy in our lives

3Investigating heat

8Using electricity

3Light and sound

4Communications technology

5Road science

6Our energy future

Life and living

5The living world

7Organisms in ecosystems

9Building blocks of life

5Food for life

6Life goes on

11Diversity of life

13Ecosystem Earth

7Responding

8Inheritance

9Species survival


3Everyday reactions

8Mixing and separating

10What are things made of?

2Investigating reactions

4Building blocks of matter

9Everyday substances

10Living with acids and bases

10Explaining reactions

11Metals and non-metals

12Electrochemistry

8

SummaryExperiments

ScienceWorld 1ScienceWorld 2ScienceWorld 3

Testing reaction timeChapter 2 p 40

Doing a project

pp 6467

Stretching a springChapter 4 p 85

Water purificationChapter 8 p 175

Your invention

Chapter 11 p 250

Paper bridgesChapter 1 p 4

Which filter?Chapter 1 p 8

Working scientificallyChapter 1 p 16

What affects the rate?Chapter 2 p 29

Does mass change in a reaction?Chapter 2 p 41

Which is the best insulator?Chapter 3 p 59

Enzyme actionChapter 5 p 98

Why do things rust?Chapter 9 p 195

Properties of plasticsChapter 9 p 207

Testing VelcroChapter 1 p 6

Measuring feetChapter 1 p 14

Consumer testingChapter 2 p 30

Viscosity of solidsChapter 2 p 34

Testing gluesChapter 2 p 36

Disposable nappiesChapter 2 p 42

Stopping distancesChapter 5 p 112

A model houseChapter 6 p 148

Corrosion of ironChapter 12 p 299

Model rocketsChapter 13 p 311

9

SummaryAnimations (Flash) on the Student CD and Teacher CD

ScienceWorld 1ScienceWorld 2ScienceWorld 3

Using a Bunsen burner (Chapter 1)

Fire extinguishers (Chapter 3)

Motorcycle forces (Chapter 4)

Froth flotation (Chapter 8)

Particle theory (Chapter 10)

Atoms (Chapter 11)

Roller-coaster (Chapter 12)

How limestone caves are formed (Chapter 13)

How sedimentary rocks are formed (Chapter 13)

Drawing a line graph (Chapter 1)

What affects the rate? (Chapter 2)

Enzyme action (Chapters 2 and 5)

Cooking (Chapter 3)

Water reaction (Chapter 4)

The heart (Chapter 5)

Mitosis (Chapter 6)

Drawing a line of best fit (Chapter 8)

Acid rain (Chapter 10)

Natural selection (Chapter 11)

Greenhouse effect (Chapter 13)

Drawing a line of best fit (Chapter 1)

Sound waves (Chapter 3)

How a microphone works (Chapter 4)

Motion graphs (Chapter 5)

Negative feedback (Chapter 7)

Making sex cells (Chapter 8)

DNA replication (Chapter 8)

Recombining chromosomes (Chapter 9)

Changing partners (Chapter 10)

Chemical bonds (Chapter 11)

How an electric cell works (Chapter 12)

10


Chapter 1Working in a laboratory

Learning focus: Students become familiar with the science laboratory by drawing a large floor plan and showing the position of various items.Getting started p 1

Essential LearningsSyllabus LearningsResources

Ways of working

Conduct and apply safety audits and identify and manage risks

pp 710; Investigate pp 11, 14, 16; Workbook p 6, 8

Select and use scientific equipment and technologies to enhance the reliability and accuracy of data collected in investigations

pp 26; Skillbuilder p 13; Workbook pp 67, 9

Communicate scientific ideas, explanations, conclusions, decisions and data, using scientific argument and terminology, in appropriate formats

Skillbuilder p 5, pp 1215; Investigate p 14; Workbook pp 714

Science and society

4.1 Outline some contributions to the development of scientific ideas made by people from different cultural and historical backgrounds.Science in Action p 6; Webwatch p 10

Investigating

Observing and recording: Investigate 3 pp 1617; Workbook p 12

Using the glossary: Workbook p 14

Communicating

Using sequence linking words: Workbook p 9 Ex 7

Writing instructions: Workbook p 10

Writing sentences: Workbook p 13 Ex 11

Laboratory find-a-word (Student CD)

AnimationUsing a Bunsen burner

Lab safety rules

Biological specimens and posters

Bunsen burner licences

11

Chapter 2Science skills

Learning focus: Make observations of the moon and use these observations to make inferences and predictions.Getting started p 23


Ways of working

Identify problems and issues, formulate scientific questions and design investigations

Investigate 4 p 26, p 39; Experiment p 40; Workbook p 21 Ex 10


pp 2936; Skillbuilder p 29; Investigate 5 pp 3134; Workbook p 18

Science and society

4.1 Outline some contributions to the development of scientific ideas made by people from different cultural and historical backgrounds.Science in Action p 25

4.2 Use the elements of a fair test when considering the design of their investigations.pp 3940

D4.4 Examine and evaluate situations where their observations or conclusions are influenced by previous experience.Face on Mars p 24

Investigating (measuring): pp 2936; Workbook pp 1718

Understanding

Inferring and predicting: pp 2428; Workbook pp 1617

Generalising: Workbook p 20

Communicating

Handling and displaying data: pp 3738; Workbook p 19

Analysing a report: Workbook p 21 Ex 10

ICT SkillsheetExcel

ICT SkillsheetsWord, Word drawing and pictures, Word tables and charts

Graphs from various sources (for Section 2.3)

Lab safety rules

12

Chapter 3Everyday reactions

Learning focus: Make observations of the changes that occur when a sparkler burns.Getting started p 43




p 49; Investigate 7 p 49


pp 48, 53, 56; Workbook p 25 Ex 4



pp 48, 59

Earth and beyond


p 59

Ways of working


Investigate pp 4547, 49, 5455, 5758


Investigate 7 p 49

Draw conclusions that summarise and explain patterns, and that are consistent with the data and respond to the question

Investigate pp 49, 5455

Science and society

4.2 Use the elements of a fair test when considering the design of their investigations.Investigate 7 p 49

4.3 Present analyses of the short- and long-term effects of some ways in which science is used.Carbon dioxidefriend or foe p 59

5.3 Analyse the relationship between social attitudes and decisions about the applications of science.p 59


4.2 Identify patterns in the types of change that take place in materials.pp 4451

4.3 Examine and assess ways that materials can be changed to make them more useful.pp 5258

5.3 Devise tests and interpret data to show that the properties and interactions of materials influence their use.pp 5258

Investigating (comparing and contrasting): Workbook p 27

AnimationFire extinguishers

13

Doing a project


Ways of working

Identify problems and issues, formulate scientific questions and design scientific investigations

pp 6465

Plan investigations guided by scientific concepts and design and carry out fair tests

pp 6667

Research and analyse data, information and evidence

p 67

Evaluate data, information and evidence to identify connections, construct arguments and link results to theory

p 66


p 66


p 66


p 66


p 66

Science and society

4.2 Use the elements of a fair test when considering the design of their investigations.p 66

5.2 Refine investigations after evaluating variations and inconsistencies in experimental findings.p 66

Investigating (making plans): pp 6467

Communicating (creating a presentation): p 66

Webwatch p 67

14

Chapter 4Forces

Learning focus: Solve problems whose solutions involve the application of forces.Getting started p 68



Energy and change

An unbalanced force acting on a body results in a change in motion

pp 6987; Workbook pp 3034


pp 6987; Workbook p 3034



Newton p 86

Ways of working


Investigate pp 72, 7778; Experiment p 85; Workbook pp 3031


p 83; Experiment p 85


Investigate 13 pp 7778; Experiment p 85


Experiment p 85

Science and society

4.2 Use the elements of a fair test when considering the design of their investigations.Investigate 13 pp 7778; Experiment p 85

Energy and change

4.1 Design and perform investigations into relationships between forces, motion and energy.Investigate 11 and 12 pp 7072, Investigate 13 pp 7778; Experiment p 85

D4.4 Explore properties of some common force and energy phenomena by playing with toys.Investigate 11 p 70; Try this 3 p 82

5.1 Analyse situations where various forces (including balanced and unbalanced forces) act on objects.pp 7076; Workbook pp 30, 3233

Understanding

Problem solving: Workbook pp 29, 32

Interpreting illustrations: Workbook pp 3233

Mind mapping: Workbook p 35

Communicating (explaining ideas): Workbook p 34

AnimationMotorcycle forces

ICT SkillsheetWord

ICT SkillsheetDataloggers

Photos of everyday forces

15

Chapter 5The living world

Learning focus: Sort organisms into groups.Getting started p 90



Life and living

Systems of scientific classification can be applied to living things (Year 7)

pp 91111; Investigate pp 96, 103, 107; Workbook pp 3841



Plant medicines p 111

Ways of working


pp 105110; Investigate 15 p 103; Workbook pp 4041


Workbook p 39 Ex 5

Science and society

4.3 Present analyses of the short- and long-term effects of some ways in which science is used.Science in Action p 108

5.1 Consider how and why scientific ideas have changed over time.p 98

Life and living

4.2 Identify and analyse similarities and differences in the ways that different living things reproduce.pp 98110

D4.4 Explain why some features are more useful than others when used as a basis for grouping living things.p 94

D5.4 Use scientific ideas of classification to group living things.pp 9496

Communicating (writing a paragraph): Workbook pp 4445

Pictures of living and non-living things

Old magazines, books and newspapers for animal photos

MP4 video at www.britannica.cm/eb/art-83541

Videos of protists and monera

VideosDavid Attenborough Life of Mammals and Planet Earth

Video camera

16

Chapter 6Exploring space

Learning focus: Discuss aliens, stars and planets.Getting started p 115



Earth and beyond


pp 131133



pp 116118; Workbook p 49 Ex 4

Ways of working


pp 120128, 131134; Activity p 134



Reflect on different perspectives and evaluate the influence of peoples values and culture on the applications of science

Activity p 134

Science and society

4.1 Outline some contributions to the development of scientific ideas made by people from different cultural and historical backgrounds.pp 116118; Workbook p 49 Ex 4

D4.5 Examine and evaluate the potential applications of scientific ideas and inventions.Activity p 127

5.1 Consider how and why scientific ideas have changed over time.pp 116118

Earth and beyond

4.2 Collect information which illustrates that changes in the solar system occur on different scales of time and space.pp 120134

4.3 Summarise information to compare ways in which different communities use resources from the Earth and beyond.Activity p 127; Activity p 134

5.1 Explain how present-day features and events can be used to make inferences about past events and changes in Earth and beyond.pp 131133

5.2 Infer from data that the events that occur in the solar system can have effects at other times and in other places.pp 120130

Understanding (mind mapping): Workbook p 47

Investigating (selecting relevant information): Workbook p 48

Communicating

Writing a compare and contrast essay: Workbook pp 5052

Creative writing: Workbook p 53 Ex 10

ICT SkillsheetExcel

Movie Apollo 13

Star Lab Dome

17

Chapter 7Organisms in ecosystems

Learning focus: Discuss how we obtain food and how organisms are adapted to their environment.Getting started p 138



Life and living


pp 139145, 148152; Workbook pp 5456

Changes in ecosystems have causes and consequences that may be predicted


Ways of working


Food chains and webs pp 139152; Workbook pp 5456


Activity p 145; Case study p 155; Activity p 156; Workbook p 59

Science and society

4.1 Outline some contributions to the development of scientific ideas made by people from different cultural and historical backgrounds.Population plagues p 155

Life and living

4.3 Make generalisations about the types of interactions which take place between the living and non-living parts of the environment.pp 139157

5.3 Evaluate the consequences of interactions between the living and non-living parts of environments.pp 154157

D5.5 Apply ideas of energy transfer and transformation to explain the importance of photosynthesis and respiration.pp 140142; Workbook p 55 Ex 3

Investigating (researching using the internet): Webwatch p 152

Understanding

Analysing text: Workbook p 57

Devising possible solutions: Workbook p 59

ICT SkillsheetWord drawing and pictures

Videos/DVDs on living things and ecosystems

18

Chapter 8Mixing and separating

Learning focus: Solve problems that involve the separation of everyday mixtures.Getting started p 160






Ways of working


Investigate pp 163164, 169170, 172173, 177; Experiment p 175


Investigate 18 pp 163164


Experiment p 175; Investigate 21 p 177; Workbook p 61 Ex 1


Experiment p 175; Investigate 21 p 177


Experiment p 175; Challenge 8 p 167

Science and society

5.2 Refine investigations after evaluating variations and inconsistencies in experimental findings.Experiment p 175


4.3 Examine and assess ways that materials can be changed to make them more useful.pp 168179

D5.4 Collect information and report on manufacturing processes that develop materials for specific purposes.pp 168177

Investigating (observing): Workbook pp 6263 Ex 3

Understanding (problem-solving): Getting started p 160; Workbook pp 61, 66

Communicating

Summarising using a table: Workbook p 64

Completing a flow chart: Workbook p 66 Ex 11

AnimationFroth flotation

ICT SkillsheetPowerPoint

Local water treatment plant, mining or construction industry

19

Chapter 9Building blocks of life

Learning focus: Investigate the use of magnifying glasses and microscopes to observe tiny organisms.Getting started p 182



Life and living


pp 190191, 193194; Workbook pp 7073

Ways of working


Skillbuilder pp 184185


Drawing cells Skillbuilder p 187; Workbook p 69

Life and living

4.2 Identify and analyse similarities and differences in the ways that different living things reproduce.pp 197202

5.1 Collect information about the structure (including cell structure) and function of living things and relate structure and function to survival.pp 183, 186202

5.2 Evaluate different processes and strategies of reproduction (including asexual reproduction and care of young) in terms of their relative efficiency in ensuring survival of offspring.pp 197202

Investigating (completing a graphic outline): Workbook p 68

Communicating

Clarifying ideas and concepts: Workbook pp 7073

Writing and speaking in role: Workbook p 75

Microscope pictures and slides

Video of asexual reproduction

Videos/DVDs of parental care of offspring

Local nursery

20

Chapter 10What are things made of?

Learning focus: Discuss the properties of everyday solids, liquids and gases.Getting started p 205





pp 214218, 223226; Workbook pp 8182

Ways of working


Activities pp 207, 223224; Investigate 25 p 219; Workbook p 82


pp 214218, 223226


Investigate 25 p 219; Activity p 226; Workbook p 78 Ex 3, pp 8182

Natural and Processed Materials

4.1 Collect information and propose ideas to explain the properties of materials in terms of each materials underlying structure.pp 206226

4.2 Identify patterns in the types of change that take place in materials.pp 214226

5.1 Present information in a variety of ways to explain the structure and behaviour of matter in terms of particles of which it is made.pp 214226

5.3 Devise tests and interpret data to show that the properties and interactions of materials influence their use.pp 208213

Understanding

Words in context: Workbook p 77

Comparing and contrasting: Workbook p 81

Interpreting illustrations: Workbook p 82

Inferring: Activity p 226

Communicating

Creating tables: Workbook pp 7980

Clarifying ideas and concepts: Workbook p 83 Ex 10

AnimationParticle theory


Calculators

Starch packing beads

21

Chapter 11Electricity

Learning focus: Use their knowledge of electricity to explain how an electric mousetrap works.Getting started p 229



Energy and change







p 232

Ways of working


pp 233, 238, 244247; Workbook pp 8791


Investigate 28 p 239


Try this p 236, 243; Investigate 29 Part C p 247; Workbook p 88 Challenge exercise

Science and society

4.2 Use the elements of a fair test when considering the design of their investigations.Try this 1 & 2 p 236

D4.5 Examine and evaluate the potential applications of scientific ideas and inventions.Science bits p 235; Experiment p 250

Energy and change

4.1 Design and perform investigations into relationships between forces, motion and energy.pp 230243

D4.4 Explore properties of some common force and energy phenomena by playing with toys.Getting started p 229; Experiment p 250

Understanding

Exploring ideas: Workbook pp 8587, 91

Interpreting diagrams: Workbook pp 8990

AnimationAtoms

Computer softwareCrocodile clips

Video/DVD of extreme weather conditions

22

Chapter 12Energy in our lives

Learning focus: Brainstorm and discuss what energy is.Getting started p 253



Energy and change


pp 260262, 266268; Workbook pp 97, 99


pp 260262, 266268; Workbook pp 97, 99




Ways of working





Science and society

D4.5 Examine and evaluate the potential applications of scientific ideas and inventions.Challenge 6 p 272

5.2 Refine investigations after evaluating variations and inconsistencies in experimental findings.Investigate 30 p 255

Earth and beyond

5.3 Prepare scenarios about the use of renewable and non-renewable resources of the Earth and beyond. p 270

Energy and change

4.1 Design and perform investigations into relationships between forces, motion and energy.pp 257265

4.2 Collect and present information about the transfer and transformation of energy (including potential and kinetic energy).pp 257265

D4.4 Explore properties of some common force and energy phenomena by playing with toys.Activity p 258; Try this p 265; Check 1 p 270

5.2 Explain how energy is transferred and transformed (including energy transfer by conduction and convection).pp 260268; Workbook p 99

D5.4 Apply ideas of energy transfer and transformation to common biological processes.pp 254256

D5.5 Outline the energy changes that occur in simple physical and chemical changes and link their observations to scientific understandings about the conservation of energy.pp 266268

Understanding (clarifying ideas and concepts): Getting Started p 253; Workbook p 95 Ex 3

Communication (creating an analogy): Workbook p 97 Ex 8

AnimationRoller-coaster


Food packets (nutrition panels)

Pictures showing energy in use

23

Chapter 13Rocks

Learning focus: Infer the origin of several Australian landforms. Getting started p 275



Earth and beyond


pp 277278



pp 290

Ways of working


Investigate pp 279, 289


Workbook pp 102105

Earth and beyond

4.2 Collect information which illustrates that changes on Earth and in the solar system occur on different scales of time and space.pp 276291

4.3 Summarise information to compare ways in which different communities use resources from the Earth and beyond.Webwatch p 293

D4.5 Make observations of, and collect information about, geological samples from the local area.pp 277279; Try this p 295

5.1 Explain how present-day features and events can be used to make inferences about past events and changes on Earth.pp 276291

5.2 Infer from data that the events that occur on Earth can have effects at other times and in other places.The rock cycle p 291

D5.5 Describe geological cycles that occur over time and identify links between aspects of theses cycles.p 291


4.3 Examine and assess ways that materials can be changed to make them more useful.Webwatch p 293

Understanding (linking cause and effect): Workbook p 104 Ex 6

Communicating

Writing definitions: Workbook p 102 Ex 2, p 104 Ex 7

Completing a diagram summary: Workbook p 103, p 105 Ex 10

Photos of Australian landforms

AnimationsHow limestone caves are formed, How sedimentary rocks are formed

Rock and mineral samples (or photos)

Videos of erosion

24


Chapter 1Science at work

Learning focus: Use problem-solving to work out what is wrong with a DVD player.Getting started p 1


Ways of working




Reports pp 34; Graphing pp 919; Workbook p 11


pp 2, 67, 1116


Investigate 2 p 15; Experiment p 16; Workbook p 6 Ex 1, pp 89 Ex 6



Science in action pp 1719

Science and society


5.2 Refine investigations after evaluating variations and inconsistencies in experimental findings.Investigate 2 p 15; Experiment p 16

5.3 Analyse the relationship between social attitudes and decisions about the applications of science.pp 1719

6.2 Design and perform controlled investigations to produce believable evidence.Experiments pp 4, 8, 16; Investigate 2 p 15

6.3 Use scientific concepts to evaluate the costs and benefits of applications of science (including agricultural and industrial practices).pp 1719

Investigating

Identifying and controlling variables: Activity p 6; Workbook pp 89 Ex 6

Solving problems: pp 1416

Communicating

Writing reports: Skillbuilder p 3

Drawing graphs: Skillbuilder pp 910; Workbook pp 1011

AnimationDrawing a line graph

Chemical labels

ICT SkillsheetExcel (p 19)

Dataloggers (Problem C p 16)

TV programsThe New Inventors, Catalyst, MythBusters (p 19)

25

Chapter 2Investigating reactions

Learning focus: Make silly putty and investigate its properties.Getting started p 23





pp 2728




p 42; Workbook p 19 Ex 10

Ways of working


Investigate pp 2526, 3334; Experiments pp 29, 41; Workbook p 16 Ex 4


Investigate 3 pp 2526; Experiment p 29


Investigate pp 2526, 3334; Experiment p 41

Science and society

5.2 Refine investigations after evaluating variations and inconsistencies in experimental findings.Experiments p 29, 41

6.1 Evaluate contributions to the development of scientific ideas made by individuals and groups in the past and present, and consider factors which have assisted or hindered them.Lavoisier p 40

6.2 Design and perform controlled investigations to produce believable evidence.Investigate 3 pp 2526; Experiments pp 29, 41; Investigate 4 pp 3334


5.1 Present information in a variety of ways to explain the structure and behaviour of matter in terms of particles of which it is made.pp 2728, 34, 42

5.2 Make inferences about the effect of various factors (including temperature of reaction and surface area of the reactants) on the nature and rate of reactions.pp 2436; Workbook p 17 Ex 6

5.3 Devise tests and interpret data to show that the properties and interactions of materials influence their use.Getting started p 23; Science in action p 32, p 3738

6.1 Explain the structure and properties of matter using models of atoms and molecules.pp 2728, 34, 42

D6.4 Observe and quantify the changes that take place in a reaction.Experiment p 41

Understanding (constructing meaning): Enzyme action animation, Workbook pp 15, 17

Communicating (constructing and using models): Activity p 42

AnimationWhat affects the rate?

AnimationEnzyme action


Animation softwareDreamWeaver, Photoshop or Flash (p 42)

AnimationDrawing a line graph

26

Chapter 3Investigating heat

Learning focus: Analyse a photo of a glassmaker in terms of heat transfer.Problem solving pp 43, 60



Energy and change


pp 5365; Workbook p 20, 24


pp 5354

Ways of working


Investigate pp 4950, 57; Experiments pp 59, 6465





Science and society

5.1 Consider how and why scientific ideas have changed over time.p 47

5.2 Refine investigations after evaluating variations and inconsistencies in experimental findings.Investigate 7 p 57; Experiment p 59; pp 6465

D5.5 Present data in a variety of ways to support different interpretations.Does white coffee cool faster than black coffee?p 64

6.2 Design and perform controlled investigations to produce believable evidence.Investigate 6 p 49; Investigate 7 p 57; Experiment p 59; pp 6465

Energy and change

5.2 Explain how energy is transferred and transformed (including energy transfer by conduction and convection).pp 5365; Workbook p 23

6.2 Model and analyse applications of energy transfer and transformation.pp 5367

Understanding

Using maths equations: Skillbuilder p 50

Interpreting diagrams: How does a thermos work? p 63; Workbook p 23 Ex 5

Communicating

Writing in role: Workbook p 25


AnimationCooking

ICT SkillsheetExcel

Dataloggers (pp 6465)

27

Chapter 4Building blocks of matter

Learning focus: Prepare a news item about an imaginary journey by Super-Sci through the particles of solids, liquids and gases.Getting started p 68





pp 69, 74, 83; Workbook pp 2730, 32


Workbook p 31 Ex 8



Dalton p 70; Curie p 73

Ways of working


Investigate pp 8082


Investigate pp 8082


Element symbols pp 7172

Science and society

5.1 Consider how and why scientific ideas have changed over time.Science in action pp 70, 73

6.1 Evaluate contributions to the development of scientific ideas made by individuals and groups in the past and present, and consider factors which have assisted or hindered them.Dalton p 70; Curie p 73


5.1 Present information in a variety of ways to explain the structure and behaviour of matter in terms of particles of which it is made.Getting started p 68; Activity p 77; Workbook p 28, p 32 Ex 9

D5.4 Collect information and report on manufacturing processes that develop materials for specific purposes.Fireworks p 75

6.1 Explain the structure and properties of matter using models of atoms and molecules.pp 6984; Workbook p 32 Ex 9

6.2 Use identified patterns of change to predict interactions between materials.pp 8084; Workbook p 31 Ex 8

D6.4 Observe and quantify the changes that take place in a reaction.Investigate 10 p 82

Investigating (researching using the internet): Webwatch pp 73, 79

Communicating

Prepare a news item: Getting started p 68

Constructing and using models: Activity p 77

AnimationWater reaction

28

Chapter 5Food for life

Learning focus: Check their knowledge of food webs and parts of the body.Getting started p 87



Life and living



Ways of working


Experiment p 98; Investigate 12 p 100; Workbook p 36


Activity p 89; Investigate 11 pp 9193


Workbook p 41

Life and living

5.1 Collect information about the structure (including cell structure) and function of living things and relate structure and function to survival.pp 96109; Workbook pp 3740

D5.5 Apply ideas of energy transfer and transformation to explain the importance of photosynthesis and respiration.pp 94, 99; Workbook p 37 Ex 6

6.1 Seek reasons for and can explain why functioning and behaviour change in response to variations in internal and external conditions (including disease, temperature, water and light).pp 96109

Investigating

Handling materials: Skillbuilder p 91; Investigate 11 pp 9193

Designing and performing experiments: Try this p 97; Experiment p 98

Communicating

Constructing and using models: Investigate 12 p 100

Working in groups: Workbook pp 3435

Writing in role: Workbook p 41

AnimationEnzyme action

AnimationThe heart


Video camera

Model of human torso (p 106)

29

Chapter 6Life goes on

Learning focus: Check their knowledge of cells, inheritance and DNA testing.Getting started p 112



Life and living

All the information required for life is a result of genetic information being passed from parent to offspring



pp 113118

Ways of working


Skillbuilder p 114; Investigate 4 pp 114115


Activity p 120; Science bits p 129

Reflect on learning, apply new understandings and justify future applications

Science bits p 116

Science and society

5.1 Consider how and why scientific ideas have changed over time.Science bits p 115; Science in action pp 116, 131

6.1 Evaluate contributions to the development of scientific ideas made by individuals and groups in the past and present, and consider factors which have assisted or hindered them.Science in action pp 116, 131

Life and living

5.1 Collect information about the structure (including cell structure) and function of living things and relate structure and function to survival.pp 113119

Understanding

Interpreting data: DNA fingerprinting p 125

Dealing in an orderly manner with the parts of a complex whole: Human pedigrees p 133

Completing a graphic outline: Workbook p 44

Communicating (constructing and using models): Activity p 124; Investigate 15 p 130

AnimationMitosis

Video of TV crime show

Presentationcamera and data projector (p 120)

DVDs of DNA, genes and inheritance

30

Chapter 7The changing Earth

Learning focus: Make inferences about past life on Earth from observations of fossils and modern-day animals.

Getting started p 137



Earth and beyond


Plate tectonics pp 159162; Workbook pp 4952

Energy and change


Faults p 148, 152; Workbook p 53 Ex 6

Ways of working


Activities pp 142, 149; Workbook pp 4952, 56


Activities pp 142, 149, 160; Workbook p 54


Workbook p 55

Science and society


6.1 Evaluate contributions to the development of scientific ideas made by individuals and groups in the past and present, and consider factors which have assisted or hindered them.Plate tectonics pp 159161

Earth and Beyond

5.1 Explain how present-day features and events can be used to make inferences about past events and changes on Earth.pp 137162; Workbook pp 4951

5.2 Infer from data that the events that occur on Earth can have effects at other times and in other places.pp 137162; Workbook pp 4951

D5.5 Describe geological cycles that occur over time and identify links between aspects of these cycles.pp 159162

6.1 Use scientific ideas and theories about interactions within and between systems of the Earth to explain past and present features and events.pp 137162; Workbook pp 4951

6.2 Use scientific ideas about the Earth to explain how events over time can lead to catastrophic changes.pp 152158

Understanding

Inferring from data: Getting Started p 137; Activities pp 142, 149

Interpreting data: Activity p 156

Working with animations: Webwatches

Communicating

Constructing and using models: Investigate 17 p 155; Activity p 160

Writing a newspaper article: Workbook p 55

Fossils

MovieJurassic Park

Local geologist

Photocopies for p 149

DVDs of earthquakes and tsunamis

31

Chapter 8Using electricity

Learning focus: Read an electricity meter to calculate energy usage. Getting started p 165



Energy and change


pp 167171, 176



Ways of working






Investigate 19 p 175; Activity p 183; Workbook pp 5962


Skillbuilder p 174; Using equations p 178; Workbook p 66

Science and society

6.2 Design and perform controlled investigations to produce believable evidence.Investigate 19 p 175

Energy and change

5.2 Explain how energy is transferred and transformed (including energy transfer by convection and conduction).pp 182188

5.3 Discuss the consequences of different ways of obtaining and using energy (including nuclear energy).pp 182188

6.2 Model and analyse applications of energy transfer and transformation.pp 166188

D6.6 Solve problems involving work and power.pp 177178

Investigating (researching using the internet): Webwatch p 185

Understanding

Applying ideas and concepts: Electric shocks p 176; Workbook challenge p 63

Interpreting graphs: Activity p 186; Workbook challenge p 61

Communicating

Drawing lines of best fit: Skillbuilder p 174


AnimationDrawing a line of best fit

Computer softwareCrocodile clips

Old electrical appliances

Calculators

Photos of power stations

DVDs of Chernobyl disaster

32

Chapter 9Everyday substances

Learning focus: Relate the uses of everyday materials to their properties.Getting started p 191








Biodegradable detergents p 201; Recycling plastics pp 206, 208


Goodyear p 212

Ways of working


Experiment p 195


Experiment p 195; Try this p 211; Workbook pp 6873

Science and society

5.2 Refine investigations after evaluating variations and inconsistencies in experimental findings.Experiment p 195; Try this p 211

5.3 Analyse the relationship between social attitudes and decisions about the applications of science.Recycling plastics pp 206, 208

6.1 Evaluate contributions to the development of scientific ideas made by individuals and groups in the past and present, and consider factors which have assisted or hindered them.Goodyear p 212


5.1 Present information in a variety of ways to explain the structure and behaviour of matter in terms of particles of which it is made.pp 196214; Workbook p 71 Ex 9

5.3 Devise tests and interpret data to show that the properties and interactions of materials influence their use.Getting started p 191; Activity p 193; Experiment p 207

D5.4 Collect information and report on manufacturing processes that develop materials for specific purposes.Making soap p 199; Permanent crease p 211

6.1 Explain the structure and properties of matter using models of atoms and molecules.pp 196214

6.2 Use identified patterns of change to predict interactions between materials.Polymers pp 203204

6.3 Collect and present information about the relationship between the commercial production of industrial, agricultural and fuel products and their properties.pp 198213

Understanding (comparing and contrasting): Workbook pp 70, 7273

Communicating (constructing and using models): Activity p 197

AnimationHow soap works

AnimationPolymerisation

Choice magazines (p 201)

Local recycling plant

33

Chapter 10Living with acids and bases

Learning focus: Make sherbet and suggest inferences to explain the reaction that occurs.Getting started p 217







pp 227228, 233236; Workbook p 79 Ex 2, p 82 Ex 11



Acid rain p 236; Workbook p 84 Ex 16

Ways of working


Investigate pp 2225


Workbook p 80 Ex 4

Science and society

6.2 Design and perform controlled investigations to produce believable evidence.Try this pp 221, 226, 230, 232, 235

6.3 Use scientific concepts to evaluate the costs and benefits of applications of science (including agricultural and industrial practices).p 236


5.1 Present information in a variety of ways to explain the structure and behaviour of matter in terms of particles of which it is made.pp 227228

5.3 Devise tests and interpret data to show that the properties and interactions of materials influence their use. Investigate pp 2225

D5.4 Collect information and report on manufacturing processes that develop materials for specific purposes.Challenge 6 p 238

6.1 Explain the structure and properties of matter using models of atoms and molecules.pp 227228

6.2 Use identified patterns of change to predict interactions between materials.pp 231238; Workbook p 80 Ex 4

D6.4 Observe and quantify the changes that take place in a reaction.Investigate 25 p 235

Investigating (measuring pH): pp 224, 226

Understanding (drawing conclusions): Workbook p 82 Ex 10

AnimationAcid rain

Soil samples

School nurse (anaphylactic shock, p 234)

34

Chapter 11Diversity of life

Learning focus: List the adaptations of organisms in different habitats. Getting started p 241



Life and living


pp 242263; Workbook pp 8991, 93

The diversity of plants and animals can be explained using the theory of evolution through natural selection




Science bits pp 252, 259

Ways of working


Investigate 26 pp 244245; Activity pp 257258; Check and challenge pp 262263

Reflect on learning, apply new understandings and justify future applications

Science bits p 252

Science and society

5.1 Consider how and why scientific ideas have changed over time.Evolution pp 255263

6.1 Evaluate contributions to the development of scientific ideas made by individuals and groups in the past and present, and consider factors which have assisted or hindered them.Darwin p 260

Life and living

5.1 Collect information about the structure (including cell structure) and function of living things and relate structure and function to survival.pp 242249


6.1 Seek reasons for and can explain why functioning and behaviour change in response to variations in internal and external conditions (including disease, temperature, water and light).pp 242263

6.2 Use scientific ideas (including concepts of genetics and natural selection) to explain how variation in living things leads to change in species over time.pp 244263; Workbook p 92 Ex 9

Investigating (researching using the internet): Webwatch pp 247, 259

Communicating (reporting a discussion): Workbook p 93

AnimationNatural selection

Photos of local environment

DVDChernobyl Heart

Photocopies of grid template (p 257)

35

Chapter 12Exploring the universe

Learning focus: Apply their knowledge of space to discuss whether aliens exist.Getting started p 266



Earth and beyond


Science in action p 276; Origin of the universe pp 286287; Workbook p 99 Ex 8

Ways of working


pp 281288


Workbook p 100

Science and society

5.1 Consider how and why scientific ideas have changed over time.Science bits p 272; Science in action p 276; Star life cycles pp 281288

6.1 Evaluate contributions to the development of scientific ideas made by individuals and groups in the past and present, and consider factors which have assisted or hindered them.Science in action pp 276, 284

D6.6 Critically evaluate astrology from a scientific perspective.Activity p 271

Earth and beyond

5.1 Explain how present-day features and events can be used to make inferences about past events and changes in Earth and beyond.Science bits p 272; Star life cycles pp 281288

6.1 Use scientific ideas and theories about interactions within and between systems of the Earth and beyond to explain past and present features and events.pp 274288

6.2 Use scientific ideas about the Earth and components of the universe to explain how events over time and in space can lead to catastrophic changes.Cosmic catastrophes p 272; Star life cycles pp 281288

D6.4 Access information to report on major astronomical phenomena.Webwatch pp 283, 287

Investigating (collecting information): Investigate 27 pp 270271

Communicating

Formulating and elaborating ideas: Getting started p 266

Writing a feature article: Activity p 285

Writing a science fiction story: Workbook p 100

Planetarium, Cosmo Dome or Starlab

DVDs on astronomy

Video camera

Star charts

Sky Globe at www.vicphysics.org

MovieDeep Impact

Local astronomer

36

Chapter 13Ecosystem Earth

Learning focus: Brainstorm ideas to explain recent extreme weather conditions. Getting started p 291



Life and living


pp 292299; Workbook pp 103104, 106

Changes in ecosystems have causes and consequences that may be predictedpp 300304

Earth and beyond





pp 300, 303305; Koala habitat pp 301302; Workbook p 101

Ways of working


Activity p 310; Presenting a persuasive speech p 312; Workbook p 107


Gippsland Lakes ecosystem p 304; Activities pp 301302, 310, 313; Workbook p 101

Reflect on learning, apply new understandings and justify future applicationsActivity p 313

Science and society

5.3 Analyse the relationship between social attitudes and decisions about the applications of science.pp 300305, 309314; Workbook p 101

D5.5 Present data in a variety of ways to support different interpretations. Activity p 310; Workbook p 107

6.3 Use scientific concepts to evaluate the costs and benefits of applications of science (including agricultural and industrial practices).pp 300314

D6.4 Make presentations supporting the different sides in debates about controversial applications of science.

Skillbuilder p 312; Activity p 313; Workbook p 107

Life and living


6.3 Prepare scenarios to describe the potential long-term effects of changes in biodiversity caused by human action on ecosystems.pp 300305

Earth and beyond6.1 Use scientific ideas and theories about interactions within and between systems of the Earth and beyond to explain past and present features and events.The Earth as an ecosystem pp 306314

6.2 Use scientific ideas about the Earth to explain how events over time and in space can lead to catastrophic changes.pp 306314

Understanding

Looking for alternatives: Activities pp 301303

Drawing conclusions: Gippsland Lakes ecosystem p 304

Analysing scenarios: Activity p 310

Communicating

Presenting a persuasive speech: Skillbuilder pp 312313

Writing a problemsolution essay: Workbook p 107

AnimationGreenhouse effect


MP3 players for podcasts

Photos of different producers and consumers

Globe of world (p 306)

37

Teaching units for ScienceWorld 3Chapter 1Science is investigating

Learning focus: Identify observations, inferences, an experiment and a prediction in an everyday situation. Getting started p 1


Ways of working


Evaluating an experiment pp 34, 6; Workbook pp 58, 11


Tables and graphs p 1116; Workbook p 810


Activity p 14; Experiments pp 6, 14; Investigate pp 12, 1821


Science in action pp 78

Science and society

6.1 Evaluate contributions to the development of scientific ideas made by individuals and groups in the past and present, and consider factors which have assisted or hindered them.Hooke p 11

6.2 Design and perform controlled investigations to produce believable evidence.Activity p 3; Experiments p 6, 14; Investigate 1 p 12

D6.4 Make presentations supporting the different sides in debates about controversial applications of science.Science in action pp 78

D6.5 Discuss changes in attitudes towards particular applications of science this century.Science in action pp 78

DB6.2 Evaluate the reliability and validity of scientific information from different sources.Evaluating an experiment pp 34

Investigating

Planning an experiment: pp 23

Collecting data: pp 1722

Understanding

Evaluating an experiment: pp 34

Interpreting graphs: pp 1314; Workbook p 10


Communicating

Writing a science magazine article: Science in action p 11

Drawing a line of best fit: Skillbuilder pp 1112

AnimationDrawing a line of best fit

ICT SkillsheetExcel


38

Chapter 2Consumer science

Learning focus: Order the steps involved in deciding on the best mobile phone.Getting started p 25


Ways of working


Experiments pp 34, 36; Investigate pp 38, 44


Tables and graphs pp 2632


Investigate p 29, 38, 44; Experiments pp 30, 34, 36, 42


pp 2632; Workbook pp 1214, 1516 Ex 6


Workbook p 15 Ex 5

Science and society

6.2 Design and perform controlled investigations to produce believable evidence.Experiments pp 30, 34, 36, 42

DB6.2 Evaluate the reliability and validity of scientific information from different sources.pp 2632

Understanding

Selecting and justifying: Consumer testing pp 2632

Interpreting labels: Food additives pp 3940, Workbook p 14


Choice magazines

39

Chapter 3Light and sound

Learning focus: Discuss everyday situations involving mirrors, reflection, rainbows and coloured lights.Getting started p 47



Energy and change


pp 51, 58, 6570; Workbook pp 1820

Ways of working


Investigate pp 50, 5253, 60


pp 4953, 5960


Workbook p 17


Workbook p 23

Science and society

D6.5 Discuss changes in attitudes towards particular applications of science this century.Science in action pp 5455

Energy and change

6.2 Model and analyse applications of energy transfer and transformation.Activities pp 6567; Workbook pp 1822

DB6.2 Use particle and wave models when discussing their thinking about the transfer and transformation of energy (including light and sound energy).pp 6570

Understanding

Problem solving: Getting Started p 47; Workbook p 17, 23

Applying ideas and concepts: Science bits pp 63, 68

Communicating (constructing and using models): Activities pp 6567

AnimationSound waves

40

Chapter 4Communications technology

Learning focus: Discuss ways in which communications technology is changing our lives.Getting started p 73



Energy and change


pp 7497



West p 86

Ways of working


Activities pp 92, 94


Activities pp 76, 9192, 94; Investigate 11 pp 8485


Workbook pp 2425, 31

Science and society

6.1 Evaluate contributions to the development of scientific ideas made by individuals and groups in the past and present, and consider factors which have assisted or hindered them.West p 86

D6.5 Discuss changes in attitudes towards particular applications of science this century.pp 7497

DB6.3 Suggest probable, possible and preferred options regarding future applications of science, and the sustainability of those applications.pp 78, 93

Energy and change

6.2 Model and analyse applications of energy transfer and transformation.Activities pp 76, 79

DB6.2 Use particle and wave models when discussing their thinking about the transfer and transformation of energy (including light and sound energy).pp 7576, 90, 9495

Understanding

Working with animations: How a microphone works


Communicating (using scientific terminology): pp 7497

AnimationHow a microphone works

41

Chapter 5Road science

Learning focus: Check their knowledge of motion (eg speed) and car safety features.Getting started p 100



Energy and change


pp 101116


pp 117122; Workbook pp 3637 Ex 5

Ways of working




Investigate 12 pp 105107; Activity p 117


Activities pp 101, 114; Investigate pp 105107, 118119; Experiment p 112; Workbook pp 3235, 3738, 40


Experiment p 112; Investigate 13 pp 118119

Science and society

6.2 Design and perform controlled investigations to produce believable evidence.Experiment p 112; Investigate 13 pp 118119

Energy and change

6.1 Use scientific ideas of motion (including action and reaction) to explain everyday experiences.pp 100124; Workbook p 36 Ex 4

6.2 Model and analyse applications of energy transfer and transformation.Collisions pp 117124

DB6.1 Participate in investigations to quantify the relationship between force and motion.pp 117124

Investigating (using a ticker timer or datalogger): Investigate 12 pp 105107; Workbook pp 3435 Ex 2

Understanding

Using maths equations: pp 102104, 111, 122; Extra for experts p 110; Workbook pp 3334

Interpreting data: Drink driving p 123; Workbook pp 3738



AnimationMotion graphs

Video camera

42

Chapter 6Our energy future

Learning focus: Answer and discuss truefalse questions on energy use in Australia.Getting started p 127



Energy and change

Energy is converted when it is transferred or transformedpp 128152



Activity p 133; Managing energy pp 145152

Responsible, ethical and informed decisions about social priorities often require the application of scientific understandingActivities pp 129, 133, 142, 150; Extra for experts p 139

Ways of working


Activities pp 128129; Investigate 14 p 137; Extra for experts p 139; Workbook pp 4142, 48

Communicate scientific ideas, explanations, conclusions

Documents

ScienceWorld - Macmillan Science and Education and ... · Web viewScienceWorld 1 ScienceWorld 2 ScienceWorld 3 Testing reaction time Chapter 2 p 40 Doing a project pp 64–67 Stretching