School Mission Statement and Philosophy

ADVANCE STATE HIGH SCHOOL

SCIENCE CURRICULUM PROGRAM for YEARS 8, 9 and 10

based on the Queensland School Curriculum Council Years 1-10 Science Syllabus 1999 Preface

This sample school curriculum program is suitable for Years 8–10 in any large secondary school with a regular structured weekly timetable.

Advance State High School has grouped the Levels 4, 5 and 6 core learning outcomes and some of the Level 3 core learning outcomes, discretionary learning outcomes and Beyond Level 6 learning outcomes into units. The scope and sequence shows the content, processes and skills associated with the syllabus outcomes.

Each unit focuses on one concept strand per school term with the Science and Society strand embedded in all units. Possible future connections with other key learning areas have been identified. Reference has been made to the text by Geoff Watson, (1995) Science Works Books 1, 2, 3 & 4 for each unit. This school curriculum program includes an example of how teachers could develop detailed unit plans and classroom curriculum programs from the scope and sequence tables.

Acknowledgments The sample school curriculum programs are part of the syllabus support materials produced by officers of the Teaching and Learning Branch. Special thanks are extended to the many teachers, heads of departments, administrators, education advisers and others who have provided feedback on the programs as they were being developed.

© The State of Queensland (Department of Education), 1999 Queensland schools are permitted to make multiple copies of this book without infringing copyright provided the number of copies does not exceed the amount required in any one school. Copying for any other reason except for purposes permitted by the Copyright Act is prohibited. Contents

Rationale 3 Assumptions about Learners 3 School Philosophy 3 Overall Learning Outcomes for the Science Key Learning Area 4 Educational Equity 4 Language Education 4 Resources 4 Workplace Health and Safety 5 Scope and Sequence 5 Learning Outcomes Overview 7 Year 8 - Scope and Sequence 8 Year 9 - Scope and Sequence 15 Year 10 - Scope and Sequence 21 Science and Society Overview 25 Assessment Overview 26 Possible strategies for assessing students’ work 27 Student Profiles 28 Example Unit Planning Classroom Program: Year 8 Unit 2 31 Assessment Details and Skills Checklist 40 Literacy demands based on the assessment 41 2 Rationale The study of science enriches the lives of students through engaging them in the cognitive processes of conceptualising, problem-solving and decision-making within a science context. This occurs at a personal level, as members of society and in preparing for post-school options. It is part of human nature to want to expand and explore our scientific understandings about the world around us. These understandings are continually changing, evolving and being challenged. Students should be encouraged to continuously evaluate, speculate about and transform their present understandings. They should have opportunities to investigate the role of Science and Society and the role of science in their lives. Australians have played a crucial role in scientific development and have made significant achievements through scientific research to our understanding of the world around us.

Science is a human endeavour that requires practice and hands-on involvement within a social context for authentic learning to take place. Students are encouraged to find answers to problems and to search for solutions through scientific investigation, reflection, analysis and evaluation. Scientific knowledge and understanding grow from applying science to our everyday endeavours, needs and experiences in life and across a range of contexts.

The Working Scientifically process strand of the Australian Science Statement and Profiles forms the backbone of the five concept strands outlined in the Queensland Science syllabus. Working Scientifically can be seen to consist of three major aspects:  investigating  understanding  communicating These three aspects are a basis for planning for science learning experiences and will provide students with a ‘way of knowing’ about science. Assumptions about Learners A constructivist view of learning, reflected in the syllabus, is one of the key underpinnings of science pedagogy. This view of learning recognises that students actively construct their own cognitive understandings within a social context. In response, teaching takes account of students’ views, ideas and scientific explanations as well as their level of cognitive development. In this school curriculum program, teachers are encouraged to provide opportunities for their students to explore and challenge their own ideas. Teaching approaches should involve providing opportunities for:  engaging the learner  the learner to explore the problem  offering explanations about observations  elaboration of ideas  evaluation of the outcomes School Philosophy Advance State High School values the importance of a collaborative approach to planning the curriculum both within key learning areas (KLAs) and across KLAs. The learning experiences in science need to be consistent with and complementary to learning experiences that are organised in other KLAs so that students can experience a coherent, comprehensive and balanced education. Consultation has taken place between the Science head of department and teachers and the Technology, Studies of Society and the Environment, Health and Physical Education, English and Mathematics heads of departments and teachers to identify links, and to ensure that the whole school curriculum is consistent and coordinated.

3 Overall Learning Outcomes for the Science Key Learning Area The nature of the science KLA and its overall learning outcomes are described on p. 1–4 of the syllabus. The elements common to all KLAs are described under the domains of knowledgable person with deep understanding, complex thinker, creative person, active investigator, effective communicator, participant in an interdependent world and reflective and self-directed learner. These overall learning outcomes are reflected in all of the KLA syllabuses and have been incorporated into each unit topic contained in this school curriculum program. Educational Equity The science program at Advance State High School actively supports the participation of girls and boys at all Levels and in all aspects of science education. Language used in the classroom should be non-sexist and supportive of collaborative approaches to learning. The language used should reflect appropriately the variety of teaching approaches used. Contexts selected by teachers should be balanced throughout the course so that they are of interest to girls as well as boys.

With a significant multicultural population, teachers must be culturally sensitive in their teaching practices to enhance equitable participation and the achievement of learning outcomes. Some students may be hampered by their limited English in communicating science. There is a need, therefore, for these students to demonstrate their scientific understanding in ways that acknowledge their different language backgrounds.

There are a small number of students with intellectual and/or physical impairments at Advance State High School. Barriers which impede learning should be minimised and the science school curriculum program appropriately adapted to include these students in suitable learning experiences. Language Education Implicit in the outcomes of the science syllabus are demands on students’ literacy. Literacy is the ability to use communicative symbol systems to construct and exchange meaning in spoken, written, visual, non-verbal and auditory texts including multimodal texts in a range of contexts. In the science context, literacy includes the ability to understand and communicate scientific concepts, processes, values and ethics and their relation to technology and society.

The language used in science is distinctive. Communicating science effectively involves using the language of science. The enhancement of scientific literacy is a national priority and forms a significant goal of schooling across the P–10 years. We should utilise both literary and non-literary genres in our teaching so that students are familiar with a range of forms of communication. Resources There is a wide range of resources available for teacher and student use. These are stored in the resource area of the science block, the library and in the chemical-preparation area.

Audio-visual Equipment The AV equipment is located in the resource area. There is a booking sheet in the room for each item. Please return the item to the resource area immediately after your lesson as another class may be requiring its use.

Laboratory Procedure Experimental equipment and consumables should be booked through the Scientific Assistant using the correct request form with at least 48 hours’ notice. Teachers should respect the practices and procedures established by the Scientific Assistant in the preparation area.

4 Learning Technology The use of learning technology to facilitate the learning process is encouraged. All classes have access to computers and to the Internet. Teachers should encourage students to use computers for a range of purposes including developing skills in operating computers, to enhance student understanding of the role of computers in society, critically interpreting and evaluating computer-mediated information, developing skills in information management and developing appropriate attitudes towards the use of computers.

There is a wide selection of software available for use by students relating to most of the units across Years 8–10. This software is located in the library.

Teachers are invited to participate in developing and exploring their own learning technology competencies by accessing the schools’ computers and laptops, or through participating in activities such as self-paced tutorials and learning packages, professional development courses, peer tutoring and mentoring.

Textbook Students are involved in the textbook hire scheme and are issued with appropriate copies of the following textbook which support the science school curriculum program: Watson, Geoff (1995) Science Works Book 1, Book 2, Book 3 and Book 4. Oxford University Press: Melbourne. Workplace Health and Safety Advance State High School recognises the importance of providing a supportive school environment that minimises the risk involved in practical activities. The Workplace Health and Safety legislation and its implications for schools have been incorporated into the policy and guidelines documents produced by Education Queensland. These are the Department of Education Manual and Aspects of Science Management: A Reference Manual for Schools.

Teachers have access to hard copies of the 1996 updated version of Aspects of Science Management: A Reference Manual for Schools. Material Safety Data Sheets for all chemicals are available. Modules in the Department of Education Manual relate to policy in this key learning area. All teachers of science are expected to be familiar with these documents. Risk assessments must be conducted by teachers prior to students conducting or participating in any experiments.

Students should be made fully aware of the risk, safety phrases and first-aid pertaining to chemicals and equipment which they may be using, before the experiment. Scope and Sequence The science school curriculum program will develop four topics per year Level across the four concept strands of Life and Living, Natural and Processed Materials, Energy and Change and Earth and Beyond with the Science and Society strand embedded in all units. By the end of Year 10, students will have been provided with opportunities to achieve all of the core learning outcomes at Level 4, Level 5 and Level 6 as well as other outcomes appropriate to the needs, interests and abilities of the students.

Tables have been devised to show the Years 8, 9 and 10 Unit Plan over three years. The unit plan shows how the outcomes are grouped to form a unit identifying:  content, processes and skills associated with the achievement of these outcomes  formal assessment component

A detailed example of how teachers can use the unit plans to organise their classroom curriculum programs has been prepared for the Year 8 unit Materials in Our Lives.

5 6 Learning Outcomes Overview

Many of the outcomes could be revisited in subsequent units so that if students are unable to achieve a particular outcome by the end of the unit, they could have other opportunities.

Unit Learning Outcomes Science and Earth and Energy and Life and Living Natural and Society Beyond Change Processed Materials YEAR 8 1. Sorting Out Animals 4.1 4.1, 4.2, 5.1, 5.2 and Plants D4.4, D4.5, D5.4 2. Materials in Our 4.2 4.1, 4.2, 4.3, 5.1 Lives 3. Our Neighbourhood 5.1 3.1, 4.1, 4.2, 5.1 D3.4, D4.4, D4.5 4. Moving Objects 4.3 4.1, 4.2, 4.3 D4.4 YEAR 9 5. Under My Feet 5.2 4.3, 5.3, 6.3 DB6.4 D5.5 6. Living Together 5.3 3.3, 4.3, 5.3 D6.5 DB6.5 7. Energy to Burn 6.2 5.1, 5.2, 6.2 8. Household D4.5 5.2, 5.3, 6.1 Chemicals YEAR 10 9. Synthetic Materials 6.3 6.2, 6.3 D4.4, DB6.1 10. Energy Transfer 6.1 5.3, 6.1, 6.3 DB6.1, DB6.2 11. Survival of the D6.4 6.1, 6.2, 6.3 Fittest D5.5 12. The World Around D5.5 5.2, 6.1, 6.2 Us D6.4

7 YEAR 8 SCOPE AND SEQUENCE Year 8 Unit 1 Sorting Out Animals and Plants

Reference in text Science Works 1 Theme A and C Science Works 2 Part of Theme C Chapter 6, Science Works 3 Part of Chapter 7 SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS FORMAL ASSESSMENT Science and Society CONTENT AND PROCESSES Collect information 4.1 Students outline some Students will be provided with opportunities to: Students select an organism (plant contributions to the or animal) and create a table to development of scientific ideas  state that all organisms are composed of cells present data about how the internal made by people from different and external features of the cultural and historical  list the plants and animals that early Aborigines ate as organism help it to survive in its backgrounds. food environment with specific reference to the circulatory, respiratory and  define reproduction as a characteristic of living things that Life and Living reproductive systems. are essential to the continuation of a species 4.1 Students examine the internal Laboratory report and external structure of living  identify different processes and strategies which enable things (including animal organisms to produce other organisms similar to Students collect information by respiratory systems and plant themselves examining cells under a microscope. systems) and account for Sketch and label drawings of plant observed similarities and  describe adaptations that help organisms to survive and animal cells. Write a paragraph differences in terms of describing the function of each of adaptation.  describe the habitat and adaptations of an earthworm the cell structures on the drawings. 4.2 Students identify and analyse  list the features and identify the adaptations of a number Student portfolio similarities and differences in of plants the ways that different living Written assignment  distinguish between sexual and asexual reproduction things reproduce. Students outline the contributions of 5.1 Students collect information  describe courtship behaviour which can be exhibited by two scientists (one Australian and about the structure (including animals as a prelude to mating one from a different culture) and cell structure) and function of how they have influenced what we living things and relate structure  group organisms according to their internal and external know about the structure and and function to survival. structures functioning of organisms. 5.2 Students evaluate different  classify animals as vertebrates and invertebrates processes and strategies of reproduction (including asexual  classify plants as flowering /non-flowering, woody/ reproduction and care of young) herbaceous in terms of their relative efficiency in ensuring survival of  explain how animals have systems, including the offspring. respiratory, circulatory and digestive systems, which perform life functions for the whole organism to assist it to D4.4 Students explain why some survive features are more useful than others when used as a basis for  describe the process of breathing grouping living things.  distinguish between arteries, veins and capillaries D4.5 Students describe how body structure or behaviour assist in  list the main components of blood including red blood reducing resistance to cells, white blood cells, plasma and platelets movement.  name and describe the function of the parts of the D5.4 Students use scientific ideas of respiratory and circulatory systems classification to group living things.  give examples of similar cells working together to form tissues (e.g. muscle, nerve, connective) and tissues which Beginning Syllabus Outcome are usually organised to form organs (e.g. eyes, heart, Life and Living lungs) 5.3 Students evaluate the  organise data to explain how groups of organs work consequences of interactions together to form systems including the nervous, excretory between the living and non- and endocrine systems living parts of environments.  examine plant structures which perform special functions Links with Health and Physical for the whole plant (e.g. leaves are adapted to capture Education light energy and minimise water loss, roots collect water, stems act as a transport system)

 analyse the similarities and differences of reproductive systems that enable living things to reproduce

 recognise the significant changes which occur in boys and girls during puberty (e.g. physical and emotional changes) that enable them to reproduce

 explain how a baby forms inside a human female

8 YEAR 8 SCOPE AND SEQUENCE

SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS FORMAL ASSESSMENT

 examine some organisms that reproduce without complex reproductive systems (e.g. cuttings, suckers, bulbs)

 evaluate the relative efficiency with which some animals enhance their chance of survival by caring for their young and/or have large numbers of offspring to increase the chance of survival

 record data about how viruses are structurally different from plant and animal cells and contain chloroplasts

 explain that some source of energy is needed for organisms to live and grow

 describe the processes of photosynthesis and cellular respiration

 outline some contributions of scientists from different cultures and how they have influenced the way we think about the world

 compare the way that women and men of various social and cultural (Western and non-Western) backgrounds engage in science

 evaluate the contributions of Australian scientists towards the research and development of scientific ideas SKILLS Students will be provided with opportunities to:

 use a microscope to collect information about cell structure including: - cells have cytoplasm, usually have a nucleus and are covered by a membrane that separates them from the outside world - plant cells differ from animal cells as they typically have a cell wall

 use a microscope to observe microscopic organisms

 make accurate sketches of microscopic organisms

 use simple key charts to identify plants and animals

 test a plant leaf for the presence of sugar

9 YEAR 8 SCOPE AND SEQUENCE Year 8 Unit 2 Materials In Our Lives Reference in text Science Works 1 Theme B SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS FORMAL ASSESSMENT Science and Society CONTENT AND PROCESSES Investigative activity 4.2 Students use the elements of a Students will be provided with opportunities to: Students collect information to fair test when considering the explain the manufacturing procedure design of their investigations.  determine the properties of materials by their underlying for converting a natural material to a structure more useful processed material with Natural and Processed Materials an emphasis on the material’s  state that all matter can be described as minute particles underlying structure e.g. wheat into 4.1 Students collect information and in a state of constant motion propose ideas to explain the flour, fermentation. properties of materials in terms  describe the properties of solids, liquids and gases Experimental design of each material’s underlying (shape, volume, compressibility) structure. Students are given a mixture and  collect information about the properties of metals are required to design a procedure 4.2 Students identify patterns in the (lustrous, good conductors of heat and electricity) for separating the mixture which types of changes that take place may include filtration, decantation, in materials.  differentiate between natural and processed materials evaporation, crystallisation and /or 4.3 Students examine and assess utilising the magnetic properties of  explain that a model is used to explain the particle nature ways that materials can be components. of matter and its behaviour changed to make them more Model construction useful.  explain that the properties of materials (e.g. state of Students will develop a simple 5.1 Students present information in matter, density) are determined by the type and arrangement of the particles model that shows the relationship a variety of ways to explain the between particles in a solid, liquid structure and behaviour of  classify materials as solids, liquids or gases according to and gas. They may decide to select matter in terms of particles of their properties a specific substance (e.g. water) to which it is made. illustrate their model. Basic Beginning Syllabus Outcomes  explain what is meant by the terms melting, freezing, materials that students may choose evaporation and condensation and give examples of to use can be purchased through Natural and Processed Materials changes of state the science budget e.g. plasticine, foam balls. 5.2 Students make inferences about  outline that when substances burn, they combine with the effect of various factors oxygen to form oxides (e.g. carbon dioxide) and water (including temperature of the reactions and surface area of  give examples of how the properties of materials can be the reactants) on the nature and changed to make them more useful for human activity rate of reactions.  devise a plan to collect information and organise collected 5.3 Students devise tests and information about substances manufactured from raw interpret data to show that the materials including the manufacturing procedure, inputs properties and interactions of and products, materials, costs, methods and benefits for a materials influence their use. local or common process Links with Technology  give examples of how scientific findings have enabled existing materials to be applied to new purposes as well as new materials to be developed

 present scientific terminology appropriately and in a clear and concise promotional format

 give examples of how wise management of resources requires people to reduce, reuse and recycle

 predict the state of matter of different materials at room temperature given their melting and boiling points

 distinguish between and give examples of mixtures and pure substances

 explain the difference between a solution, solvent and solute

 differentiate between a dilute and concentrated solution

 determine whether a solution is dilute or concentrated by comparing the quantity of solute dissolved in a solvent

 use an example to draw a diagram that shows the relationship between the terms melting, freezing, evaporation and condensation

 identify properties that influence the choice of materials for different uses (viscosity, compressibility, state of matter)

 recognise that water is a natural resource that is important to living things

 identify the different states of water in the water cycle

 describe surface tension and explore ways in which surface tension can be reduced

 design investigations to explain why some objects sink and some objects float on water

 use a scientific methodology to solve problems which may involve asking questions, proposing hypotheses, testing the proposal through experimentation, recording the results, seeing if the results support the proposal, making final conclusions and predicting future behaviour

 consider the elements of a fair test (control, variables, repeated results), and ethical considerations in scientific investigations

 give examples of advances in science which have occurred by accident and chance discovery SKILLS Students will be provided with opportunities to:

 use a measuring cylinder to measure volumes of liquids

 demonstrate how to filter a solid from a liquid

 measure the compressibility of liquids and gases using a large syringe

 construct a physical model that distinguishes between particle behaviour in solids, liquids and gases

 conduct a test for the presence of water

 measure the water absorbency of different materials found around the house

 demonstrate how to use a Bunsen burner correctly

 measure and record the change in temperature at selected time intervals of melting ice to boiling water

 graph the temperature changes and make inferences from this graph

 conduct experiments to grow crystals

 make a mixture from a number of pure substances

 separate mixtures using techniques such as filtration, evaporation, distillation, crystallisation and magnetism and assess the effectiveness of these methods

 demonstrate that iron and steel corrode in damp air to form rust which has properties different from the metals

11 YEAR 8 SCOPE AND SEQUENCE Year 8 Unit 3 Our Neighbourhood

Reference in text Science Works 1 Theme D Chapter 10 and parts of 11 and 12 Science Works 2 Theme D Chapter 9, Science Works 2 Theme D Chapter 11 SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS FORMAL ASSESSMENT Science and Society CONTENT AND PROCESSES Model construction 5.1 Students consider how and why Students will be provided with opportunities to: Students (in groups) construct a scientific ideas have changed model of the solar system that over time.  define erosion as the physical relocation of rock and soil illustrates the relationship between particles distance and the planets. Earth and Beyond  explain how soils are formed over a long period of time by Design a chart 3.1 Students identify and describe the weathering of rock and may contain mineral particles some interactions (including Students (in pairs) design a simple from rocks, living and once-living organisms, water and air weathering and erosion) that chart highlighting and analysing the occur within systems on Earth  name the planets in order from the sun and state the relationships that exist between the and beyond. distinguishing features (e.g. composition, atmosphere) of main features of either the rock each of the planets in the solar system cycle or the water cycle. 4.1 Students recognise and analyse Peer assessment. some interactions (including the name the two gases found in the sun weather) between systems of  Rock samples Earth and beyond.  define meteorites as pieces of rock or metal from space Students collect information by 4.2 Students collect information that reach the surface of the Earth, moon or another body examining samples of rocks using a which illustrates that changes hand lens and explain how each of on Earth and in the solar system  define comets as bodies of ice and rock which become the rocks were formed. occur on different scales of time visible from Earth as they become closer to the sun and space. Written test  recognise that the Earth as a system involves interactions 5.1 Students explain how present- between components day features and events can be used to make inferences about  analyse how weathering and erosion of landforms can past events and changes in result from moving water, wind, ice and the heating or Earth and beyond. cooling of rocks D3.4 Students explore the  describe how materials of the Earth change their form and relationship between distance interact in the rock cycle and the perceived size of objects.  explain how sedimentary, igneous and metamorphic rocks are formed and have different compositions D4.4 Students use models to demonstrate the relative  explain that the changes on Earth and in the solar system positions of parts of the solar are often very gradual system.  look for patterns from fossils which can provide evidence D4.5 Students make observations of, about the plants and animals that lived long ago and the and collect information about, nature of the various environments at that time geological samples from the local area.  prepare scenarios about how fossils and landforms provide information about past environmental conditions Beginning Syllabus Outcomes including atmospheric composition and climate, and Earth and Beyond asteroid and meteor impacts 5.2 Students infer from data that the  describe changes on Earth and beyond that are cyclical events that occur on Earth and in the solar system can have  describe the 28 day lunar cycle effects at other times and in other places.  describe features of the sun including prominences, solar flares and sunspots Links with SOSE  collect information about tidal movement and how it is dependent upon the position of the Earth, moon and sun

 describe the three main types of galaxies: spiral, elliptical and irregular

 describe our solar system as a part of the Milky Way galaxy which is spinning and gradually expanding

 explain that black holes evident today are believed to form when massive stars shrink at the ends of their lives

 recognise that our knowledge of the solar system is incomplete and changes with more accurate observations

 explore past explanations to account for observations of natural phenomena (e.g. Earth is flat) made by early scientists of different cultures

 collect information about how improved technology (e.g. modern telescopes, spacecraft) has resulted in scientific ideas being changed, revised or extended

 evaluate the benefits of space exploration (for industry, medicine) as well as the pitfalls (expense, military purposes, space junk) SKILLS Students will be provided with opportunities to:

 use a model to show how solar and lunar eclipses result from the movement of the Earth and moon and their positions relative to each other and the sun

 use a model to show how the change in seasons on Earth is mainly due to the inclination of the Earth’s axis as it rotates around the sun

 draw diagrams to show that the Earth is layered with a thin brittle crust, hot convecting mantle and dense metallic core

 construct a chart showing that the water cycle is the result of interactions between energy from the sun, Earth’s atmosphere, land and water

 draw diagrams to show how rocks in the Earth’s crust subjected to extreme heat and pressure can fold (bend) and/or fault (crack and move)

 use a hand lens to examine rock samples and explain how each of the rocks was formed

 conduct an experiment to show how the rate of cooling affects the size of rock crystals

13 YEAR 8 SCOPE AND SEQUENCE Year 8 Unit 4 Moving Objects

Reference in text Science Works 1 Theme E Science Works 2 Theme E Chapter 14 SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS FORMAL ASSESSMENT Science and Society CONTENT AND PROCESSES Oral presentation to a small group 4.3 Students present analyses of Students will be provided with opportunities to: Select a source of energy (sun, the short- and long-term effects fossil fuels, wind, moving water) and of some of the ways in which  state that the Newton is the unit used to measure a force describe how humans obtain and science is used. use this source for particular  define gravity as a force of attraction between objects purposes, efficient management of D4.4 Students examine and evaluate this source of energy as well as any  define friction as a force which opposes motion situations where their short- and long-term effects that observations or conclusions are may result from its use. (Students influenced by previous  identify situations where friction can be useful, where it can be a hindrance, and where it can be reduced may use pictures, diagrams, OHP, experience. physical or audiovisual material to Energy and Change  design and perform investigations with magnets in order to enhance their presentation). describe a magnetic field as the zone around a magnet in Peer assessment. 4.1 Students design and perform which a force is exerted on a magnetic substance investigations into relationships Construct a musical instrument between forces, motion and  give examples of the everyday uses of magnets Students collect information about energy. musical instruments in order to  state that sound is a form of energy 4.2 Students collect and present design and construct a simple musical instrument that efficiently information about the transfer  name several sources of energy (including the sun, fossil transfers energy. and transformation of energy fuels, wind, moving water) and how they are used for (including potential and kinetic particular purposes Written test energy).  explain what a force is and identify situations where forces 4.3 Students present alternative act ways of obtaining and using energy (including energy from  give examples of forces acting on objects to influence their the sun and fossil fuels) for motion, shape and behaviour and energy particular purposes.  explain the difference between mass and weight Beginning Syllabus Outcomes Energy and Change  explore situations where energy can be transferred from material to material and transformed to meet societal 5.3 Students discuss the needs consequences of different ways of obtaining and using energy  distinguish between potential energy (stored energy and (including nuclear energy). maybe elastic, electric, gravitational or chemical) and kinetic energy (the energy associated with movement) Links with SOSE  describe what causes sound and how we hear sounds

 give examples of how sound energy can be transferred by some materials and absorbed by others

 investigate ways of reducing noise pollution

 describe wind as a valuable source of energy for humans for recreation, transport and electricity generation

 investigate the ways that efficient energy management requires appropriate use of energy sources for particular energy requirements

 recognise that science has long- and short-term implications in the home and community

 analyse the commercial, industrial and personal obligations in relation to monitoring, controlling and managing air, water and soil pollution that may result from using various sources of energy SKILLS Students will be provided with opportunities to:

 draw the magnetic field lines after conducting investigations

 measure the force of friction on various surfaces using a spring balance

 calculate the weight of an object from its mass

14 YEAR 9 SCOPE AND SEQUENCE Year 9 Unit 5 Under My Feet

Reference in text Science Works 2 & 3 Theme D Chapter 11 SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS FORMAL ASSESSMENT Science and Society CONTENT AND PROCESSES Research and written summary 5.2 Students refine investigations Students will be provided with opportunities to: Students select a community other after evaluating variations and than their own, research how that inconsistencies in experimental  list the main components of soil and explain why soil is community uses some resources findings. important to humans from the Earth and write a summary comparing their uses with how our DB6.4Students identify the elements  classify resources as renewable or non-renewable community uses the same of a common philosophy in the  summarise information about the ways in which we use resources from the Earth. Students approaches taken by scientists must also consider the implications in different fields. materials from the Earth such as for making concrete and cement of using these resources. Earth and Beyond Debate  distinguish between minerals and rocks 4.3 Students summarise information In teams of three, students will to compare ways in which  describe how metals (aluminium, copper, lead, iron) and debate a scenario concerning the different communities use other useful materials can be obtained from minerals use of renewable and non- resources from the Earth and (bauxite, chalcopyrite, galena, haematite) which are found renewable resources. beyond. in the Earth’s crust Student portfolio 5.3 Students prepare scenarios  generalise about how some metals, minerals and other about the use of renewable and Earth materials are used in commercial products including non-renewable resources of the gypsum for building materials, aluminium for building Earth and beyond. materials and food wrap, copper for wire and cooking 6.3 Students argue a position pots, lead in car batteries and paints regarding stewardship of the explain how using renewable and non-renewable Earth and beyond, and consider  the implications of using resources provides varying degrees of efficiency, cost renewable and non-renewable effectiveness and environmental consequences resources.  explain how current rates of use of renewable and some D5.5 Students describe geological non-renewable resources are believed to be cycles that occur over time and unsustainable identify links between aspects of these cycles.  collect information about how fossil fuels are used at different rates by different nations

 describe how fossil fuels (coal, oil, natural gas) are used for some of Australia’s energy needs

 collect information about the ways in which oceans and forests are important sources of renewable and non- renewable resources which must be managed wisely

 compare traditional and modern systems for human navigation

 describe approaches taken by scientists in different fields when scientists investigating the implications of human impact on land, water and the atmosphere

 identify trends concerning the environmental consequences of humans changing the environment to suit their needs and other environmental issues should be considered both in the short and long term

 prepare scenarios about the greater demand for food, water and non-renewable resources as the Earth’s population increases

 explain how scientists may be required to make complex decisions about the interpretation of data and about which problems to pursue SKILLS Students will be provided with opportunities to:  conduct tests to distinguish between particular minerals (hardness, streak, crystal shape, lustre)

 design and perform an investigation of the best mixture to use for making strong concrete blocks to show that different techniques and different sources of data can be used which will support or falsify their claims

15 YEAR 9 SCOPE AND SEQUENCE Year 9 Unit 6 Living Together

Reference in text Science Works 2 Theme C Science Works 3 Theme C SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS FORMAL ASSESSMENT Science and Society CONTENT AND PROCESSES Field trip (local creek) 5.3 Students analyse the Students will be provided with opportunities to: Students will visit the local creek relationship between social environment several times to make attitudes and decisions about  list the main organs of the human digestive system and observations, conduct tests and the applications of science. describe the process of digestion in the human body then write a report describing interactions between living things D6.5 Students discuss changes in  compare the role played by carbohydrates, fats and oils, and non-living things at the creek. attitudes towards particular and proteins in a person’s diet The report will include: applications of science this century.  explore the role and action of enzymes in digestion  construction of a food web

Life and Living  interpret tables showing the nutrients in food and the  generalisations about the types of energy value of food 3.3 Students describe some interactions between the producers, consumers and decomposers interactions (including feeding  interpret tables showing acceptable masses for males and observed relationships) between living females 18 years and over things and between living and  human impact statement including non-living parts of the  explain what a balanced diet is environment. conclusions drawn from water-  give examples of various deficiency diseases including quality tests 4.3 Students make generalisations rickets, kwashiorkor, goitre and scurvy about the types of interaction Written test which take place between the  evaluate the possible ramifications of being overweight living and non-living parts of the environment.  discuss the problem of supplying the world with food

5.3 Students evaluate the  evaluate the advances in agricultural practices and food consequences of interactions technology and how they impact on social issues and between the living and non- create challenges for all communities of the world living parts of environments.  explore the personal and community risks and benefits DB6.5Students explore the role and associated with advances in agricultural practices, action of enzymes in chemical medicines and food technology e.g. food preservation processes in living things. techniques Beginning Syllabus Outcomes  state that environments consist of living and non-living Life and Living components which interact

6.3 Students prepare scenarios to  state that all organisms are part of and depend on food describe the potential long-term webs effects of changes in biodiversity caused by human  describe the movement of energy through an ecosystem action on ecosystems. using food chains and food webs

 group living things according to the function they serve in a food chain i.e. producer, consumer and/or decomposer

 assess how the growth and survival of living things can be affected by changes to the non-living environment (e.g. temperature, water, light)

 explain that ecosystems are formed by the interactions between organisms and their environments and give examples of ecosystems

 investigate interactions in a local ecosystem, including competition, symbiosis and predatory/prey relationships are affected by environmental factors and feeding

 describe the changes in ecosystems as a result of human activity especially considering the effects of non- biodegradable wastes from human activity e.g. DDT and how it can build up in food chains and affect organisms along the food chain in different ways

 give examples of how natural phenomena including fire, flood, drought and seismic activity have an impact on the environment

 discuss the use of living things for the applications of science and the ethical and moral issues which must be considered

 analyse the ways in which organisms cause changes in their environment; some of these are detrimental (e.g. diseases, pollution, alteration of waterways, clearing of land) and others are beneficial (e.g. provide food and a habitat for others, eliminate wastes, alter carbon dioxide and oxygen Levels, add organic matter, provide shade) SKILLS Students will be provided with opportunities to:

 use a model to demonstrate how molecules from food pass from the small intestine into the blood

 conduct tests for the presence of carbohydrates, fats and oils, and proteins in foods

 create graphs to show world population growth since year 1000

 measure the energy value of their daily diet and the energy released through activity

 create graphs to show the relationship between the energy value and fat content of different types of milk  draw flow diagrams to show how matter is cycled through the environment (carbon, oxygen and nitrogen)

17 YEAR 9 SCOPE AND SEQUENCE Year 9 Unit 7 Energy to Burn

Reference in text Science Works 2 Theme E Science Works 3 Theme E Chapter 13 & 15 SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS FORMAL ASSESSMENT Science and Society CONTENT AND PROCESSES Practical activity 6.2 Students design and perform Students will be provided with opportunities to: Students select a toy or a broken controlled investigations to appliance (e.g. calculator, radio, produce believable evidence.  explain how an object that is being subjected to balanced torch), remove the cover and forces will continue to move at a constant speed and in a investigate a description of the path Energy and Change straight line or will remain at rest of the currents, how energy is transferred and transformed, the 5.1 Students analyse situations  demonstrate how machines including pulleys, levers and where various forces (including materials used and any special ramps can be used to change the direction or size of a electrical devices e.g. rheostat. balanced and unbalanced force needed to do work forces) act on objects. Draw a circuit diagram to show the path of current. 5.2 Students explain how energy is  give examples of energy which can be transferred and transferred and transformed transformed in many ways Written test (including energy transfer by  define conduction and convection convection and conduction). 6.2 Students model and analyse  list ways that heat energy can be transferred applications of energy transfer  perform calculations involving voltage, current and and transformation. resistance at constant temperature in an electric circuit Beginning Syllabus Outcomes  describe an electric circuit as a path along which electricity Energy and Change can flow

5.3 Students discuss the  distinguish between direct (DC) or alternating (AC) current consequences of different ways of obtaining and using energy  arranged the parts of an electric circuit in series or in (including nuclear energy). parallel

6.1 Students use scientific ideas of  define a circuit diagram as a simple symbolic motion (including inertia and representation of an electric circuit action and reaction) to explain everyday experiences.  describe how electric currents can produce magnetic fields of force and magnets can be used to produce 6.3 Students evaluate the electric currents immediate and long-term consequences of different ways  state that in a chemical reaction, the total amount of of obtaining and using energy. energy in a system remains unchanged Links with Mathematics  state that energy is measured in joules

 conduct simple experiments to show that when light comes in contact with matter, reflection, refraction and absorption are predictable interactions

 illustrate reflection, refraction and absorption using ray diagrams

 give examples of materials that absorb, reflect or transmit light to varying degrees

 differentiate between transparent, translucent and opaque materials

 define electrical power as work done in a given time and measured in watts

 describe how radio waves, microwaves, infra-red radiation, visible light, ultraviolet radiation, x-rays and gamma rays form the electromagnetic spectrum

 give examples of believable evidence as evidence that is validated through methodologies accepted by the scientific community

 discuss cases where scientists draw conclusions from their investigations and make them public to enable others to test their validity

 perform investigations which may not only involve exploration and experimentation but also argument and explanation

 give reasons why scientists are often required to justify their decisions and conclusions to the community SKILLS Students will be provided with opportunities to:

 use an ammeter to measure current and a voltmeter to measure voltage in a circuit

 perform calculations using Ohm’s Law

 produce electricity by using a coil of wire and a magnet

19 YEAR 9 SCOPE AND SEQUENCE Year 9 Unit 8 Household Chemicals

Reference in text Science Works 2 Theme B Science Works 3 Theme B SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS FORMAL ASSESSMENT Science and Society CONTENT AND PROCESSES Design laboratory experiments D4.5 Students examine and evaluate Students will be provided with opportunities to: (a) Students devise a test and the potential applications of interpret data to investigate scientific ideas and inventions.  state that chemical reactions involve chemical changes to corrosion of various metals, reactants factors which affect the rate of Natural and Processed Materials corrosion and suggest ways that  conduct tests to show that in a chemical reaction, the sum it can be reduced. 5.2 Students make inferences about of all the masses of the substances involved in the the effect of various factors reaction (reactants) is equal to the sum of all the masses (b) Students examine another (including temperature of the of the substances produced by the reaction (products) chemical reaction (other than reaction and surface area of the corrosion) which takes place and reactants) on the nature and  make inferences about how the rate of chemical reactions evaluate how scientific ideas are rate of reactions. varies with the nature and concentration of the reactants, applied to change the rate of the 5.3 Students devise tests and the temperature, the presence of a catalyst, and surface reaction. area of reactants interpret data to show that the Model construction properties and interactions of  give examples of how the properties of materials can be materials influence their use. Students select an element and a changed to make them more useful for human activity compound to construct models and 6.1 Students explain the structure  list some metals which are combined with other metals write a paragraph comparing the and properties of matter using structure and properties of each e.g. models of atoms and molecules. and/or non-metals to form new materials (e.g. bronze, stainless steel) with special qualities such as resistance to sodium and sodium chloride, Beginning Syllabus Outcome corrosion, greater hardness and increased strength hydrogen and hydrochloric acid. Written test Natural and Processed Materials  explain how corrosion can be reduced by minimising exposure of metals to air, water and other substances 6.2 Students use identified patterns (e.g. painting, galvanising, plastic coating) of change to predict interactions between materials.  explain the nature and behaviour of matter using the atomic model

 explain that atoms are composed of smaller particles, some of which are charged (electrons, protons)

 use models to compare elements which are substances made up of the same type of atom

 explain that compounds are substances made up of different types of atoms

 make predictions using the Periodic table as a way of classifying elements according to their structure and properties

 identify plasma as ionised gas produced at extremely high temperatures SKILLS Students will be provided with opportunities to:

 design and conduct an experiment to investigate corrosion in metals

 conduct experiments to investigate the reactivity of metals

 construct models of elements and compounds

20 YEAR 10 SCOPE AND SEQUENCE Year 10 Unit 9 Synthetic Materials

Reference in text Science Works 4 Theme B SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS FORMAL ASSESSMENT Science and Society CONTENT AND PROCESSES Oral presentation 6.3 Students use scientific concepts Students will be provided with opportunities to: In groups, students collect and to evaluate the costs and present information about the benefits of applications of  identify patterns of change for combustion, corrosion, properties, commercial production, science (including agricultural combination, decomposition, precipitation and environmental impact, costs, and industrial practices). neutralisation (acid/base) which are classes of chemical benefits and uses of any industrial, reactions which have distinguishing properties agricultural or fuel product (other Natural and Processed Materials than plastics and fertilisers). Peer  use scientific representations to describe polymerisation assessment. 6.2 Students use identified patterns as the chemical union of two or more (usually small) of change to predict interactions molecules of the same kind to form a new compound Student portfolio between materials. (polymer) Written test 6.3 Students collect and present information about the  explain that chemical change can be represented by relationship between the chemical equations commercial production of  write word equations for chemical equations industrial, agricultural and fuel products and their properties.  write simple symbolic chemical equations and balance D4.4 Students recognise, and report  describe how the physical and chemical properties of on, the environmental impact of materials can be used to aid the commercial production of some manufacturing processes. saleable products DB6.1Students describe interactions between atoms and molecules  explain how some plastics can be softened and melt when using scientific representations heated, and solidify when cooled (e.g. PVC, nylon) of subatomic particles. whereas some plastics remain permanently hard once they have solidified (e.g. bakelite, polyesters)

 give examples of fertilisers which are used for agricultural purposes and can be organic (e.g. blood and bone) or inorganic (e.g. potash, superphosphate)

 explain how the process of fractional distillation is used to separate crude oil into its various components

 discuss how the application of science has social, environmental and political implications which can impact on future sustainability

 describe how modern farming methods have resulted in increased food production but have also created a number of problems (e.g. pollution, soil degradation, natural destruction and habitat loss)

 identify industries which have moved into modern recycling technology as a response to pressure from environmentalists, governments and the general public

 give examples of relationships between individual lifestyle choices, personal health and longevity which have been established through science SKILLS Students will be provided with opportunities to:

 make a plastic and investigate its properties

 collect different plastic products and compare their properties

 conduct experiments to identify patterns of change

 conduct chemical tests for the presence of ions.

21 YEAR 10 SCOPE AND SEQUENCE Year 10 Unit 10 Energy Transfer

Reference in text Science Works 3 Theme E Chapter 13 Science Works 4 Theme E SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS FORMAL ASSESSMENT Science and Society CONTENT AND PROCESSES Journal article 6.1 Students evaluate contributions Students will be provided with opportunities to: Students select an alternative to to the development of scientific  identify different resources which are used to provide fossil fuels for obtaining and using ideas made by individuals and energy for human activities energy. They are to write an article groups in the past and present, for ‘Eco’ magazine critically and consider factors which have  distinguish between factors which influence our use of analysing the immediate and long- assisted or hindered them. nuclear energy and describe how they can be economic, term consequences of obtaining and environmental and political using their chosen energy resource. Energy and Change Written test 5.3 Students discuss the  explain the reasons why the world’s reserves of fossil consequences of different ways fuels are limited and how humans are rapidly using up of obtaining and using energy these reserves (including nuclear energy).  describe how patterns of energy use vary according to 6.1 Students use scientific ideas of cultural and social factors motion (including action and reaction) to explain everyday  evaluate how the efficiency of an energy system experiences. diminishes with each energy conversion required from the source to end use 6.3 Students evaluate the immediate and long-term  give examples of how forces act on objects and influence consequences of different ways their motion, shape and behaviour of obtaining and using energy.  state Newton’s second and third laws of motion DB6.1Students participate in investigations to quantify the  describe how the motion of an object can be described in relationship between force and terms of its speed, change of displacement (velocity) and motion. change of velocity (acceleration) DB6.2Students use particle and wave  perform calculations to determine speed, velocity, models when discussing their acceleration and momentum thinking about the transfer and transformation of energy  describe how every object in motion has momentum which (including light and sound is the product of its mass and velocity energy).  discuss the consequences of energy use and how they Links with SOSE effect patterns of energy use

 give examples of how human activity and the efficient management of the Earth’s resources impact on the long- term sustainability of non-renewable energy sources

 explain ideas and consequences of energy usage including immediate effects (air and water pollution, soil erosion), and long-term effects (global warming)

 express points of view about the societal, political and economic pressures which have influenced energy research and development of nuclear, solar, (e.g. electric cars) wind, geothermal, tidal, wave, biogas and hydroelectric energy resources

 perform tests and collect data to quantify the relationship between force and motion

 use maps to analyse global patterns of energy use

 explore ways in which Queensland Transport justify decisions to the community e.g. reduction in speed limit due to the relationship between speeding and road toll SKILLS Students will be provided with opportunities to:

 construct a simple solar heater

 perform calculations involving speed, velocity, acceleration and momentum

 conduct an experiment to estimate the efficiency of a heating device

22 YEAR 10 SCOPE AND SEQUENCE Year 10 Unit 11 Survival of the Fittest

Reference in text Science Works 3 Theme C Science Works 4 Theme C SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS FORMAL ASSESSMENT Science and Society CONTENT AND PROCESSES Role play in pairs (Doctor/patient) D6.4 Students make presentations Students will be provided with opportunities to: Students select a human disease. supporting the different sides in Explain how the disease affects the debates about controversial  describe how organisms respond to changes in their body, how the body responds to the applications of science. external and internal environment to assist their chances change in conditions, what is of survival believed to cause the disease Life and Living (infectious, environmental, auto-  list the abiotic (e.g. sunlight, water, temperature) and biotic 6.1 Students seek reasons for and immune, genetic) and possible (e.g. plants, animals, bacteria, viruses) environmental treatment. can explain why functioning and factors that influence an organism’s chance of survival behaviour change in response Scenario to variations in internal and  describe the adaptations (structural, functional and external conditions (including behavioural) of organisms which enable them to defend Students select and describe the disease, temperature, water and themselves against predators, live in certain climates, interactions between the living and light). move about from place to place, catch and eat food, non-living components of an ecosystem of their choice. 6.2 Students use scientific ideas breathe air and reproduce (including concepts of genetics  name the structures of some organisms that help regulate Predict the long -term effects of and natural selection) to explain changes in biodiversity caused by internal condition how variation in living things human action on the ecosystem. leads to change in species over  give examples of various human diseases including heart Written test time. attack, stroke, heart disease, lung cancer, diabetes, 6.3 Students prepare scenarios to asthma describe the potential, long-term  describe how the function and behaviour of organisms can effects of changes in be affected by infectious, environmental and auto- biodiversity caused by human immune diseases and genetic disorders action on ecosystems. D5.5 Students apply ideas of energy  describe the structure and function of the excretory, transfer and transformation to nervous and endocrine systems and investigate how explain the importance of different parts of the brain control different parts of our photosynthesis and respiration. body Links with Health and Physical  name the glands of the human body involved in producing Education hormones  discuss how scientists’ ideas of evolutionary processes can be used to explain the diversity of living things over many generations

 explain how characteristics of an organism can result from new combinations of existing genes (dominant/recessive or incomplete dominance) or from mutations of genes

 describe how natural selection occurs over time when organisms with characteristics best suited to their environment survive to reproduce

 identify the human influences which affect the dynamic equilibrium which exists within natural environments

 describe how a great diversity of species increases the chance that at least some organisms will survive large- scale changes in the environment

 list ways that changes in biodiversity can be influenced by conservation/preservation, introduced species and human influence

 describe how human influence often results in modifications to habitats through agricultural practices, urbanisation and tourism/ecotourism SKILLS Students will be provided with opportunities to:

 dissect a sheep kidney to examine the internal structure of the kidney

 use a thermometer to measure temperature

YEAR 10 SCOPE AND SEQUENCE 23 Year 10 Unit 12 The World Around Us

Reference in text Science Works 3 Theme D Chapter 12 Science Works 4 Theme D SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS FORMAL ASSESSMENT Science and Society CONTENT AND PROCESSES Oral presentation D5.5 Students present data in a Students will be provided with opportunities to: Students select a catastrophic variety of ways to support change on Earth or beyond and different interpretations.  describe the development of the theory of plate tectonics describe the events which may have which explains the formation of the major physical caused the change, scientific ideas Earth and Beyond features of the Earth’s surface and the geological about the change and the effects of behaviour of parts of the Earth’s surface 5.2 Student infer from data that the the change. events that occur on Earth and  compare the properties of typical oceanic crust rock and Scenario in the solar system can have continental crust rock effects at other times and in Students are given information other places.  explain what is meant by ‘sea floor spreading’ (including rock sequences, fossils and radiometric decay) and use this 6.1 Students use scientific ideas  explain the cause of earthquakes and volcanoes information to infer past events in and theories about interactions the area and the organisms which within and between systems of  give examples of how the face of the Earth is shaped may have lived in the area. the Earth and beyond to explain through processes such as deposition of sediment, crustal past and present features and deformation and uplift, weathering and erosion Written test events.  explain how the movement of the Earth’s crustal plates is 6.2 Students use scientific ideas the major cause of seismic and volcanic activity about the Earth and components of the universe to  describe how volcanic eruptions and earthquakes can explain how events over time cause large dust clouds or tsunamis and in space can lead to catastrophic changes.  present information about how global warming can result D6.4 Students access information to in changed weather patterns which could have report on major astronomical catastrophic effects e.g. polar cap melting, rising sea phenomena. levels and food production  present information about catastrophic changes which may result due to the depletion of the ozone layer in the upper atmosphere

 predict the devastating effects for future generations of overuse of the Earth’s resources

 collect data about astronomical events from space research and exploration

 make judgments about theories that can be used or have been used to describe the origin of the universe including Big Bang and Steady State

 state that light years are typically used to quantify the vast distances of space

 describe the sun as a medium-size, middle-aged star

 explain how the sun’s energy is generated through nuclear fusion and transmitted to Earth

 access information to report on black holes which are believed to form when massive stars shrink at the ends of their lives

 use models, simulations and computers that have been used to enhance our understandings about the universe and for making predictions about future events

 define a supernova as the explosive death of a star which may result in a black hole SKILLS Students will be provided with opportunities to:

 build a model seismograph and test it

 estimate geological time by observing rock sequences, using fossils and radiometric decay techniques

24 Science and Society Overview

The table below shows which specific units address the Science and Society strand core learning outcomes and some of the discretionary outcomes.

UNIT CORE DISCRETIONARY LEARNING OUTCOMES 4.1 4.2 4.3 D4.4 D4.5 5.1 5.2 5.3 D5.5 6.1 6.2 6.3 D6.4 D6.5 DB6.4

4  

5  

6  

10 

11 

12 

25 Assessment Overview Teachers are required to use a range and balance of assessment instruments to make judgments about student performance. The syllabus contains the principles of assessment which should be considered by teachers and generally explains that assessment should:  focus on students’ demonstrations of learning outcomes  be comprehensive  develop students’ capacities to monitor their own progress  be in harmony with the current knowledge of child and adolescent development  be an integral part of the learning process  be valid and reliable  reflect social justice principles

More information is available about the range and balance of assessment instruments in the professional development and training CD ROM. Teachers should use the Years 8, 9 and 10 student profiles from pages 28 and 29 to record student progress in each of the units. These profiles are kept in the filing cabinet and are passed on from teacher to teacher.

26 Possible strategies for assessing students’ work

TABLE 1: ASSESSMENT TECHNIQUES Ongoing records Student self-assessment Students’ records  Anecdotal records  Prepare fill-in sheets  Student folios  Annotated class lists  Self-assessment formats  Student journals  Checklists  Group discussion  Work in progress folders  Running record sheets  Concept mapping  Log-record during each lesson  Teacher diaries and logs  Folios of work  Diaries Observation of students  Captions on photos Keeping a record of practical work  Informal observation Tests  Three-dimensional models  Checklists and notes  Practical  Work samples  Watching work in progress  Written  Design projects  Systematic observation Record of progress towards learning  Class projects  Presentation to the class or other classes outcomes  Photographs of work at assembly  Proforma of learning outcomes  Videotaping students at work, play,  Student demonstration of skills  Checklist of stages in achieving learning presentation, practical work Talking with students outcomes  Audiotaping of student discussions,  Informal conversations Record of science concepts presentations, testing students’ aural abilities  Conferences (keep a log of the conference)  Checklist of concepts  Interviews  Record of stages in the progress towards  Questioning: understanding concepts - individuals  Diaries - class  Telling stories - small group  Listening to students’ explanations - open-ended - questionnaires (verbal, written)

TABLE 2: ASSESSMENT TASKS When designing, students may be Computer skills Demonstrations involved in:  Computer skills to present design plans  How to use tools and equipment Graphic skills  Explore computer programs  How to maintain equipment and tools  Presenting designs  Investigate layouts  Production skills and processes  Drawing design ideas  Graphics program to design a system  Safe practices  Posters  Generate design ideas  How to use a computer software  Collages  Simulate how designs will work Computers  Murals Practical skills  Generate information products  Drawings  Create prototypes  Using computer programs  Flow charts  Create 3-D models  Use CD-ROMs to create information  Maps  Test materials products  Diagrams  Test techniques  Produce information for the internet  Annotations When producing, students may be  Send an email  Labelled diagrams involved in:  use work-processing programs  Tables Practical skills  Use graphics programs  Graphs  Make models and prototypes  Use multimedia programs  Paintings  Follow design plans to make products  Computer simulations  Labels  Dismantle and assemble systems  Produce a data base  Symbols  Create a display  Simulate how their model will work Presentations Plans Electronic equipment  Design folio  Follow design plans  Use a video camera to produce a video  Choices of materials for design  Plans showing sequences  Use a camera to produce a photographic  Design plans to a set format  Production plans record  Record on audio cassette  Presentation of preferred design solution  Flow charts Safety Writing Tools and equipment Using equipment and tools safely  Design briefs  Use tools and equipment in production   Using materials safely  Design plan  Develop skills in using tools and equipment Record safety rules  Evaluation criteria  Use equipment safely   Materials list  Maintain and pack away equipment  Budget  Manipulate materials Verbal  Join materials  Explain design choices  Describing design

The profile below could be used to record student progress in each of the units.

27 SCIENCE – Year 8 Student Profile

STUDENT SURNAME: HILL TEACHER: MRS DUNCAN

STUDENT FIRST NAME: MARIA FORM CLASS: 8A

UNIT 1: SORTING OUT ANIMALS

UNIT 2: MATERIALS IN OUR LIVES

UNIT 3: OUR NEIGHBOURHOOD

UNIT 4: MOVING OBJECTS

A B C D

Code: A=Extending - the student consistently exhibits all or most of the discretionary and core learning outcomes in the unit B=Established - the student consistently exhibits all or most of the core learning outcomes in the unit C=Consolidating - the student exhibits some but not all of the core learning outcomes in the unit D=Beginning - the student is beginning to exhibit some but not all of the core learning outcomes in the unit

The profile below could be used to record student progress in each of the units. SCIENCE – Year x Student Profile

STUDENT SURNAME: ______TEACHER: ______

STUDENT FIRST NAME: ______FORM CLASS: ______

A B C D

28 The profile below could be used to record student progress in each of the units. SCIENCE – Year 9 Student Profile

STUDENT SURNAME: BRODA TEACHER: MRS PEERS

STUDENT FIRST NAME: JOHN FORM CLASS: 9B

UNIT 5: UNDER MY FEET

UNIT 6: LIVING TOGETHER

UNIT 7: ENERGY TO BURN

UNIT 8: HOUSEHOLD CHEMICALS

A B C D

The profile below could be used to record student progress in each of the units. SCIENCE – Year 10 Student Profile

STUDENT SURNAME: BOLTON TEACHER: MRS CERATO

STUDENT FIRST NAME: ELLEN FORM CLASS: 10C

UNIT 9: SYNTHETIC MATERIALS

UNIT 10: ENERGY TRANSFER

UNIT 11: SURVIVAL OF THE FITTEST

UNIT 12: THE WORLD AROUND US

A B C D

29 30 EXAMPLE UNIT PLANNING CLASSROOM PROGRAM (INCLUDING LITERACY ANALYSIS)

YEAR 8 Unit 2 MATERIALS IN OUR LIVES

BASED ON THE GENERATIVE LEARNING MODEL

This sample lesson sequence has been provided as a possible guide for teachers at Advance State High School to assist with their personal classroom preparation. It demonstrates one way that the syllabus outcomes and associated content, processes and skills can be used for planning lessons. There are several other learning models which teachers may prefer to use for planning.

31 Year 8 Unit 2 Materials in Our Lives EXAMPLE UNIT PLANNING

Reference in text Science Works 1 Theme B Duration : 12 Weeks SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS WORKING SCIENTIFICALLY and SCIENCE AND SOCIETY

Science and Society CONTENT AND PROCESSES  plan investigations in familiar situations 4.2 Students use the elements of a Students will be provided with opportunities to: fair test when considering the  observe, classify and interpret data design of their investigations.  determine the properties of materials by their underlying structure Natural and Processed Materials  make judgments and reflection  state that all matter can be described as minute particles about own achievement 4.1 Students collect information and in a state of constant motion propose ideas to explain the  select ways to present information properties of materials in terms  describe the properties of solids, liquids and gases that clarifies patterns and assists in making generalisations of each material’s underlying (shape, volume, compressibility) structure. establish links between themselves  collect information about the properties of metals  4.2 Students identify patterns in the and society (lustrous, good conductors of heat and electricity) types of changes that take place  analyse the short- and long-term in materials.  differentiate between natural and processed materials effects of some of the ways in which 4.3 Students examine and assess  explain that a model is used to explain the particle nature science is used, including influences ways that materials can be of matter and its behaviour on the environment, home and the changed to make them more community useful.  explain that the properties of materials (e.g. state of  use the elements of a fair test when 5.1 Students present information in matter, density) are determined by the type and arrangement of the particles considering the design of a variety of ways to explain the investigations structure and material and  classify materials as solids, liquids or gases according to behaviour of matter in terms of their properties  describe techniques used to extend particles of which it is made. the senses Beginning Syllabus Outcome  explain what is meant by the terms melting, freezing, evaporation and condensation and give examples of  identify the information needed to Natural and Processed Materials changes of state make decisions about an application of science 5.2 Students make inferences about  outline that when substances burn, they combine with the effect of various factors oxygen to form oxides (e.g. carbon dioxide) and water  represent data for different purposes (including temperature of the reactions and surface area of  give examples of how the properties of materials can be  use appropriate scientific the reactants) on the nature and changed to make them more useful for human activity terminology in a range of genres rate of reactions.  devise a plan to collect information and organise collected  work with others to collect and 5.3 Students devise tests and information about substances manufactured from raw record information as accurately as interpret data to show that the materials including the manufacturing procedure, inputs equipment permits properties and interactions of and products, materials, costs, methods and benefits for a  use information as a stimulus for materials influence their use. local or common process further investigation or analysis Links with Technology  give examples of how scientific findings have enabled  evaluate the fairness of a test existing materials to be applied to new purposes as well designed and carried out as new materials to be developed propose and compare options when  present scientific terminology appropriately and in a clear  making decisions or taking action and concise promotional format  identify the information needed to  give examples of how wise management of resources make decisions about an application requires people to reduce, reuse and recycle of science  predict the state of matter of different materials at room  examine and report on how findings temperature given their melting and boiling points satisfy the investigation’s original  Give examples of mixtures and pure substances aims

 explain the difference between a solution, solvent and  look for patterns and meaning solute  clarify ideas and concepts  differentiate between a dilute and concentrated solution

 determine whether a solution is dilute or concentrated by comparing the quantity of solute dissolved in a solvent

 use an example to draw a diagram that shows the relationship between the terms melting, freezing, evaporation and condensation

 identify properties that influence the choice of materials for 32 SYLLABUS OUTCOMES CONTENT, PROCESSES AND SKILLS WORKING SCIENTIFICALLY and SCIENCE AND SOCIETY different uses (viscosity, compressibility state of matter)

 recognise that water is a natural resource that is important to living things

 identify the different states of water in the water cycle

 describe surface tension and explore ways in which surface tension can be reduced

 design investigations to explain why some objects sink and some objects float on water

 use a scientific methodology to solve problems which may involve asking questions, proposing hypotheses, testing the proposal through experimentation, recording the results, seeing if the results support the proposal, making final conclusions and predicting future behaviour

 consider the elements of a fair test (control, variables, repeated results), and ethical considerations in scientific investigations

 give examples of advances in science which have occurred by accident and chance discovery SKILLS Students will be provided with opportunities to:

 use a measuring cylinder to measure volumes of liquids

 demonstrate how to filter a solid from a liquid

 measure the compressibility of liquids and gases using a large syringe

 construct a physical model that distinguishes between particle behaviour in solids, liquids and gases

 conduct a test for the presence of water

 measure the water absorbency of different materials found around the house

 demonstrate how to use a Bunsen burner correctly

 measure and record the change in temperature at selected time intervals of melting ice to boiling water

 graph the temperature changes and make inferences from this graph

 conduct experiments to grow crystals

 separate mixtures using techniques such as filtration, evaporation, distillation, crystallisation and magnetism and assess the effectiveness of these methods

 make a mixture from a number of pure substances

 demonstrate that iron and steel corrode in damp air to form rust which has properties different from the metals

33 WEEKS 1 & 2 Year 8 Unit Classroom Program Materials in Our Lives

Phase of the Suggested Teacher Activity Suggested Student Activity GLM Preliminary Ascertain students’ conceptions of the term Participation in an interview with the teacher. ‘matter’ by interviewing them about their operational definition of matter. Focus Provide buckets filled with items (or labels) for Students classify a variety of items placed in a bucket into ‘matter’ or classification. ‘not matter’ in small groups. Each group reports back to the class.

Keep discussion open. Class discussion on responses.

Collate responses as to whether the items are Journal writing - students write down their definition of ‘matter’ based on ‘matter’ or ‘not matter’ on an OHT. the discussion and the other group responses in classifying the objects.

Postbox technique to share definitions.

Challenge Students are to design tests based on their Plans, designs and tests the validity of their views on matter. definition of matter to check if air, heat, fire and sunlight are matter. Bring appropriate equipment to class as requested by the students to test their views e.g. weighing scales Journal writing - students write down their definitions of ‘matter’ after the challenge activity (they may still be the same as the previous definitions written)

Present scientists’ views on matter:  Matter occupies space and has mass

Application Demonstration:  Acetone (heated gently)  Iodine (heated gently)  Magnesium and hydrogen peroxide Contribute to student discussion highlighting evidence of ‘matter’ as required. Students describe what is happening to the ‘matter’ and how their observations support the evidence they have used to draw their conclusions. Teacher helps students to recognise that substances can change their state of matter.

Phase of the Suggested Teacher Activity Suggested Student Activity GLM Preliminary Teacher collects and considers student Students write down on a piece of paper what they think the words perceptions of the terms ‘natural’ and ‘natural’ and ‘processed’ mean and give examples of things for each. ‘processed’. If they have very little notion of the difference between the two terms then there would need to be changes to the focus activity. It would be expected at this Year Level students could move onto the focus activity. Focus Establishment of a context: ‘Foods We Eat’ Students keep a record of the foods they have eaten for two days. In small groups they categorise these into what they believe are ‘natural’, ‘processed’ and ‘not sure’.

Students present their views to the class, justifying their decisions. Challenge List foods on OHT that students have put in Group Investigative Activity and Oral group report - the ‘not sure’ category. Facilitates student investigation into one type of food.  Students, in groups, investigate the difference between a particular natural and processed material e.g. natural and processed drinks, and classify the material e.g. mineral water, soft drinks, milk, milkshakes, beer, wine and coffee according to similar features. Presents scientists’ evidence for the distinction between natural materials and Oral group report (self and peer assessment) - processed materials.  Ability to communicate scientifically with an audience; understanding and application of knowledge; clear communication; creativity of presentation. Journal report writing - students explain in their journals how their investigations compared with the scientists’ view. Application Help students to gather data and to present Group Investigative Activity - See Assessment information in a logical sequence.

Ask students to verbally explain the conversion of natural to processed in their selected manufacturing procedure.

Phase of the Suggested Teacher Activity Suggested Student Activity GLM Preliminary Write words on the blackboard as students Brainstorm concept words relating to one classification system for say them. matter (solids, liquids and gases). Develop a concept map that shows links between the words they have listed.

Suggest links that may be established which students don’t identify. Focus Take students outside to role-play the particle Students act as human models in an analogy of the particles in solids, model. liquids and gases.

Teacher verbally asks students to pretend they are particles in a solid, liquid and a gas in turn. Students behave as particles. Journal writing - students explain in their journals why they behaved as they did. Some students will be invited to share their views with the class. Challenge Facilitate the exchange of student views in a Experiential learning - students (in pairs) are given a selection of non-threatening way. substances and are required to place them into a group according to whether they think they are solid, liquid or gas. Students then consider why they selected this group. Each pair makes a paper plane with their response and throws it to someone else around the room. The receiver describes what group the student has put the object into and why to the class.

Drawing on student responses from the focus activity, present the scientific view for the particle nature of matter:  matter is made up of tiny particles  each particle attracts other particles  matter can be classified into three states  properties can be used to classify different types of matter

Application Teacher assists students in obtaining Model construction in groups - See assessment materials for their models and asks students open-ended questions to stimulate thinking.

Interpret and elucidate students’ views by referring to the concept map which was originally developed in the preliminary phase.

Students reconstruct their concept maps based on their new ideas from the previous lesson activities

Phase of the Suggested Teacher Activity Suggested Student Activity GLM Preliminary Students are reminded about the changes that Students are to write an article for a children’s magazine describing they noticed in the application stage of an earlier the properties of ice, water and water vapour and give examples lesson sequence relating to acetone, iodine, and from around their house. magnesium and hydrogen peroxide. Ascertain students’ depth of knowledge from previous lessons about changing from one state of matter into another. Focus Motivating experience - bring some dry ice to Students predict what is happening to the dry ice and why. Class class to perform some simple observation and discussion. demonstration activities. Students are required to predict, observe and explain a selection of other questions by rotating through station activities in groups. Teacher establishes stations which have challenging problems for students to consider. Station 1 Teacher helps students to solve problems Predict - What happens to metals when they are heated? relating to everyday observation about changes Observe - Students use a bimetallic strip and a bunsen burner to to states of matter and facilitates student check their prediction and make further observations. learning by asking clarifying questions. Explain - What is the shape of the strip? Why doesn’t the bimetallic strip melt? How are metals different to non-metals?

Station 2 Predict - Whether water expands when it freezes. Observe - Design an experiment to test this hypothesis. Explain - Do you think other liquids would expand when they freeze? What happens to the mass?

Station 3 Predict - What will happen when a blown-up balloon is placed in a bucket of cold water? Observe - Design an experiment to test this hypothesis. Explain - Did anything happen to the air in the balloon? What happened to the mass of the balloon?

Station 4 Predict - Why does your hand feel cool when you take it out of some water? Observe and explain.

Station 5 Predict - Why are hospital patients sometimes given methyl alcohol rubdowns to make them feel better? Observe and explain.

Station 6 Predict - What happens when some ammonia is placed in a watchglass and some milk in another watchglass? Observe the ammonia and the milk in separate watchglasses. Explain - What do you notice?

Challenge Facilitate student learning by asking clarifying Research activity for a newspaper - See Assessment sheet questions. Application Present (where required) scientific views relating Research activity for a newspaper- See Assessment sheet to how substances can change their state of matter. Help students in adopting the appropriate writing genre for a newspaper article whilst incorporating the scientists’ view.

Phase of the Suggested Teacher Activity Suggested Student Activity GLM Preliminary Students are reminded that in earlier lessons they investigated, as part of a station activity ‘whether water expands when it freezes’. Teacher explains the follow-on activity using ice and water using the context of making drinks at home. Students are given ice and water and predict, observe and explain what happens when they are both put in a beaker. Postbox technique to share ideas. Focus Demonstration Investigative Activity - Does cold water weigh more or less than hot water? Pour coloured hot water into a 1L beaker and then slowly pour a different coloured cold water into the same beaker. Students observe what is happening in the beaker and suggest possible explanations. Teacher lists the possible explanations on the blackboard.

Challenge Group Investigative Activity - Why does the top of a pond freeze before the middle and long before the bottom?

Teacher encourages students to use a range of research materials to explore the possible reasons. Students debate their reasons with another group.

Groupwork - Design and perform an experiment to show how a gas expands and contracts when heated or cooled e.g. blow up a balloon and place it in a bucket of cold water.

Teacher assists students by asking prompting questions and assists in obtaining equipment Students present their designs to the class who critically evaluate their for the students’ designs. experiments.

Application Teacher explains the task to students. Students are given a selection of liquids (oil, water, methylated spirits, kerosene) and determine which liquids are more or less dense through 1. To determine which liquids are more or designing their own experiment. less dense than each other. 2. To calculate the density of a selection of solid cubes made from different materials. Students calculate the density of a variety of cubic solids (wood, lead, steel, plastic, copper) by measuring the volume of the cubes and then the mass of the cubes. Teacher presents scientists’ calculations of density for comparison.

Phase of the Suggested Teacher Activity Suggested Student Activity GLM Preliminary List a selection of words on the blackboard (dissolve, soluble, solution, evaporation, filtration, crystallisation, magnetic properties). Students are to write down what they think the words mean and share their ideas with each other. Focus Teacher stimulates student thinking and supplies a variety of substances for students to test for solubility. Students are given samples of a variety of substances and are required to determine which of these substances are soluble in water and why.

Teacher collates group responses on the OHT. Challenge Teacher opens a can of soft drink to promotes Students explain and then argue: discussion.

Why does a can of soft drink make a noise when it is opened? Why can fish breathe underwater? How do crystals form? Once the students have developed their conceptions of how fish breathe underwater, What makes some materials magnetic? this unit could be linked with the Life and How can I separate salt from seawater? Living strand to explain the functioning of systems within living things that enable them How can I separate soil from mud? to breathe. Application Promote further critical thinking by asking the groups a further question to investigate. Groups investigate how they could now separate the dissolved substances from the water that they used in the focus activity. Teacher provides equipment upon request from the student groups to test their methods of separation. Students write a report of their investigative method including a diagram of the experimental set-up.

39 Assessment Details and Skills Checklist

ASSESSMENT FOCUS FOR RECORDING Assessment should be incorporated into planning for classroom teaching and learning experiences Investigative activity Pamphlet Students collect information to explain the manufacturing procedure for converting a collecting information natural material to a more useful processed material with an emphasis on the presentation of information in a logical sequence material’s underlying structure e.g. wheat into flour, fermentation. summarising information to draw conclusions

Experimental design and report Written experimental report Students are given a mixture and are required to design a procedure for separating handling materials the mixture which may include filtration, decantation, evaporation, crystallisation formulating questions, predicting and/or utilising the magnetic properties of components. Students carry out their designing experiments experimental procedure and then write a report. creating tables inferring from data drawing conclusions

Model construction Model Students will develop a simple model that shows the relationship between particles making plans in a solid, liquid and gas. They may decide to select a specific substance to illustrate accessing resources their model. Basic materials that students may choose to use can be purchased creative thinking skills through the science budget e.g. plasticine, foam balls.

Formative research activity for a newspaper Newspaper report A newspaper has asked students to write a short article explaining some of the using theories and principles everyday observations about the effect of temperature on the states of matter in our expressing points of view environment e.g. sweat on a drink can in summer, fog. relating knowledge to everyday observations applying ideas and concepts

Year 8 Unit 2 : Skills Checklist

SKILLS COMMENT Use a measuring cylinder to measure volumes of liquids Filter a solid from a liquid Measure the compressibility of liquids and gases using a large syringe Construct a physical model that distinguishes between particle behaviour in solids, liquids and gases Conduct a test for the presence of water Light a Bunsen burner correctly Measure and record changes in temperature using a thermometer Separate mixtures using filtration Separate mixtures using evaporation Separate mixtures using crystallisation Separate mixtures using a magnet

40 Literacy demands based on the assessment Unit 2 Materials in Our Lives (useful for other Units also)

Implicit in common learning experiences and assessment are demands on students’ literacy abilities. Students will encounter a wide range of genres in science including science reports, recounts, retrieval charts, tables, charts, graphs, labelled diagrams, videos and simulations.

The table on the following page lists a wide range of literacy demands which may be required by a science report and a procedural text. These demands have been organised across five modes to highlight the multimodal nature of texts. A science report or procedural text, particularly in the lower Levels of schooling, will not include all these components. Students will select and combine components in constructing texts appropriate to their purpose.

In considering the implicit literacy demands of learning experiences and assessment items, teachers need to address in their planning and teaching those language features appropriate to the specific task and to the Level of their students.

References on literacy demands

Some useful references to draw on when considering the literacy demands in the various genres used in science include the following:

Department of Education, Queensland 1994. English in Years 1 to 10 Queensland Syllabus Materials: A guide to genres in English.

Department of Education, Queensland 1994. Using visual texts in primary and secondary English classrooms. Chapter on documentary pp. 37-49.

Deriwianka, Beverly 1998. A Grammar Companion. Primary English Teaching Association, Newtown.

Deriwianka, Beverly 1990. Exploring How Texts Work. Primary English Teaching Association, Newtown.

Department of Education, Queensland 1994. Media Curriculum Guide for Years 1 to 10: Constructing Realities.

Moline, Steve 1995. I see what you mean: Children at work with visual information. Longman, Melbourne.

41 Literacy demands of science report

Multimodal Written mode Spoken mode Visual mode Non-verbal mode Auditory mode science report

Purpose: To report on a science experiment

Generic Structure Statement to establish Statement to establish Aim intent intent Materials List of equipment and List of equipment and Labelled Gestures to draw Music and sounds to: chemicals chemicals drawings/photographs attention to particular of equipment and items  assist in establishing chemicals the setting  direct attention within Use of close ups to an image identify and describe items  shape interpretation of an image  cue expectations  create smooth transitions between shots

Method Procedure Procedure Procedure Procedure Procedure See details below See details below See details below See details below See details below Result Lists/descriptions of Text connectives such Labels, coordinate Gestures to highlight Sound effects to convey observations in as then, afterwards, points, colour and keys action process such as  Record of chronological sequence and eventually to help in a line graph to: scraping, fizzing, observations and/or sequence events Eye contact to check bubbling Statements about  summarise audience  Recounts what concepts or events to Pronoun references to processes understanding of the signal relationships objects and equipment instruction happened  show significant such as this, it, those  cause and effect patterns Direction of gaze to -because, so, result, Intonation and rhythm  find relationships direct/signal attention to cause, effect, and to give emphasis to between patterns of a particular object/place may be due to, in important information information consequence of, as  simplify and clarify a result of, hence, Pauses between stages to check the listener’s patterns of if...then, before, information since as understanding of the information consisting of a large  compare/contrast - amount of data in contrast, Observation Cells, rows, columns, compared to, like, commentary headings, symbols and different, on the colour in bar and other hand, but, column graphs to: however,  problem/solution - to  summarise or prevent, problem, highlight statistical solution, question, information answer, solved,  compare and rank difficulty, trouble information  hierarchical for  measure height, example part, whole quantity, speed, temperature, age Past tense to signal etc. action/process is completed Combinations of cells and headings in a table Nominalisation such as to: vaporisation to condense ideas into  record information, key abstract concepts results findings  organise information Text connectives such into groups for as then, afterwards, comparison and and eventually to help evaluation sequence events  compare or calculate statistical information  find patterns, correlations and other significance in data Combinations of words and pictures in a labelled diagram to:  show relationships between parts of a subject  define differences, varieties and categories

42 Multimodal Written mode Spoken mode Visual mode Non-verbal mode Auditory mode science report

Conclusion A specific/generalised Combinations of lines, statement that links arrows, numbers and back to the Aim of the pictures in flow experiment diagrams to show changes or cause and Summary of effect over time interpretations Close-ups to direct Present tense and attention to probability - should, equipment/place/event probably, think, feel, to signal the durability of Size, colour and the statement until placement to highlight proven otherwise object/action/event

Layout/graphic Headings and design subheadings to label the theme of the paragraphs/information which follows

Literacy demands of procedural text

Instruction Written mode Spoken mode Visual mode Non-verbal mode Auditory mode

Purpose: To instruct/direct

Generic Structure Heading/title Picture/s of completed object/action

Materials (optional) List/description of items List/description of items Picture/s of items Pointing to items Sounds of items

Close-ups to identify and describe items

Steps Command to : Command to : Combinations of lines, Gestures to illustrate Music and sounds to: arrows, numbers and what is happening in  foreground action  foreground action pictures to present and spoken forms  assist in establishing  specify action  specify action show sequence of the setting Eye contact to check  sequence actions  sequence actions steps  direct attention within audience an image Conjunctions such as Conjunctions such as Framing (close-ups, understanding of the then, after to signal then, after to signal mid shots) to direct instruction  shape interpretation sequence of steps sequence of steps attention and show of an image detail Facial expressions to  cue expectations Labels/captions provide Intonation and rhythm emphasise tenor create smooth minimum words to give emphasis to  necessary to support important information transitions between information in the as in Firmly push shots drawings Pauses between steps to check the listener’s understanding of the instructions

Reference words which may not refer to spoken text but to the visual/nonverbal component of text as in Put this in here Use of and/but