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Disciplined-based Science Science knowledge and At the completion of this unit Activity Website
Learning understanding students should have an
understanding of: Your own experiment <www.science4life.
Students explain the (Chapter 1, p.1 Science for Life 9) com.au>
behaviour and properties Science in your world
Practical Investigation Textbook
of materials in terms of What are some common acid
their constituent Properties of acids Chapter 1, Science
and bases?
particles and the forces for Life 9
What are acids? (1.1) Changing colour
holding them together.
(Chapter 1, pp.25 Science for
They use atomic What are some common acids? CSIRO
Life 9)
symbols and balanced What makes and acid an acid? <www.csiro.au>
chemical equations to Practical Investigation
What are some properties of
summarise chemical Using indicators Science Teachers
acids?
reactions, including Association of
What are the procedures for (Chapter 1, p.6 Science for Life 9)
neutralisation. Victoria
handling acids? Activity
Science at work <www.stav.vic.edu.
What is a dilute acid and how is au>
Measuring pH
They use the relevant one diluted?
science concepts and (Chapter 1, p.6 Science for Life 9)
Chemical reactions of acids. Mad Scientists
relationships as one Practical Investigation
dimension of debating What is a basic solution? Network - 24hour
contentious and/or What are some common bases? Comparing antacids exploding
ethically based science- (Chapter 1, p.9 Science for Life 9) laboratory
Why are basic solutions as <www.madsci.org>
related issues of broad dangerous as acidic solutions? Practical Activity
community concern.
environmental hazard?
Neutralise it (1.5)
What is chemical neutralisation?
Why is it important to neutralise
an acid or base?
How is an acid or base
neutralised?
Are there any solutions which
are considered neutral?
What are chemical reactants and
products?
Key ideas and Checkpoint
questions
Disciplined-based Science Science knowledge & At the completion of this unit Activity Website
Learning understanding students should have an
Glue goo <www.science4life.
www.science4life.com.au
understanding of:
Students explain the (Chapter 2, p.22 Science for Life 9) com.au>
behaviour and properties Science in your world Textbook
of materials in terms of What are some everyday useful Practical Investigations
their constituent Making alcohol Chapter 2, Science
materials?
particles and the forces What is glue? for Life 9
Making soap
holding them together.
Carbon compounds (2.1) (Chapter 2, p.2325 Science for CSIRO
Science at work Life 9)
What is carbon chemistry? <www.csiro.au>
They use chemicals Practical Activity
(including biomaterials), Molecular models and structural Australian Academy
equipment, electronic formulae. Can water be made wetter?
components and The structure of alcohol and (Chapter 2, p.26 Science for Life 9) of Science
<www.sasta.asn.au/
instruments responsibly soap. Practical Activities qualityscience/midd
and safely. How soaps and detergents work. leyears/WesternCov
Making plastic from milk
They select appropriate What are wetting agents and can er.html>
equipment and Shaping plastic
water be made wetter?
measurement procedures Paperclip models A Science Odyssey
that will ensure a high Plastics (2.2)
Starch packing foam Interactive - brain
degree of reliability in What are plastics and how do
data collected and enable you get different types? (Chapter 2, p.2730 Science for probe, technology
valid conclusions to be Life 9) in the home, atom
drawn. What do we use plastics for? builder, radio
Practical Activities
transmission
They construct working Synthetic plastics. Rubber latex <www.pbs.org/wgb
models and visual aids Polymers and polymerisation.
What makes a plastic (Chapter 2, p.34 Science for Life 9) ABC Radio
biodegradable? National
Activity
Rubber (2.3) Background
Safety glass Briefing: 30
The rubber tree. (Chapter 2, p.37 Science for Life 9) January 2005
How do you get the stretch in Nanotechnology:
Practical Activity
rubber its elastic properties? Nature's Toy Box
Making safety glass <www.abc.net.au/rn
What is vulcanisation?
(Chapter 2, p.38 Science for Life 9) /talks/bbing/stories/
Rubber tyres and recycling
s1265574.htm>
them.
End of chapter summary and test
Fibres (2.4) New Scientist
questions.
Types of fibres (threads) (Chapter 2, p.4142 Science for <www.newscientist.
nylon, silk, wool, cotton, etc. Life 9) com/home.ns>
Different types of fibres and
how some are produced. Over to youWorksheets Over to you
How a spider makes silk. (Chapter 2 Year 9)
(Chapter 2, Year 9, Macmillan
<www.science4life.
How rayon thread is made. website)
com.au/index.cgi?
What some fibres look like sID=5&intArticleID
close up (under the microscope). =73&det=1>
Materialsold and new (2.5)
Question test bank
Ceramics and their properties.
questions
modifications.
Managing personal
learning
Students allocate
appropriate time and
identify and utilise
appropriate resources to
manage competing
priorities and complete
tasks, including learner-
directed projects, within
set timeframes.
(Activities, Practical
activities
/investigations).
They take responsibility
for their learning
environments, both at
school and at home,
anticipating the
consequences of their
actions.
Presenting
Subject-specific
language & conventions
in accordance with
purpose.
Disciplined-based Science Science knowledge and At the completion of this unit Activity Website
Learning understanding students should have an <www.science4life.
understanding of: Nuclear debate
com.au>
www.science4life.com.au
Getaway
instruments responsibly reaction? Nuclear energy production <www.abc.net.au/sc
and safely. Understanding uranium. (Chapter 3, p.59 Science for Life 9) ience/>
They construct working Nuclear power stations and
models and visual aids reactors. ABC Science Lab
that demonstrate End of chapter summary and test
Nuclear fusion what is it, the questions. (Teachers)
scientific ideas. <www.abc.net.au/la
difference between fission and (Chapter 3, p.6263 Science for
They select appropriate fusion, is this energy able to be bnotes/>
equipment and Life 9)
harnessed?
measurement procedures
The fourth state of matter called New Scientist
that will ensure a high Over to youWorksheets <www.newscientist.
plasma.
degree of reliability in (Chapter 3, Year 9, Macmillan
Nuclear weapons and why they com/home.ns>
data collected and enable website)
valid conclusions to be are so destructive.
drawn. Sustainable energy
Radioactivity (3.3)
They present and the environment
What makes something <www.sustainablee
experimental results
radioactive? nergy.qld.edu.au/act
using appropriate data
Types of radiation particle and ivity/activity2_1.ht
presentation formats,
ray emission. ml>
and comment on the
nature of experimental Alpha, Beta and Gamma
errors. radiation. Over to you
They use Material Detecting radiation and using (Chapter 3 Year 9)
Safety Data Sheets the Geiger counter. <www.science4life.
com.au/index.cgi?
English Writing
www.science4life.com.au
Write argumentative
texts dealing with
complex ideas & issues.
Disciplined-based Science Science knowledge & At the completion of this unit Activities Website
Learning understanding students should have an
Nutrition <www.science4life.
www.science4life.com.au
understanding of:
Students explain change Your digestive system com.au>
in terms of energy in a Science in your world
(Chapter 4, p.64 Science for Life 9) Textbook
range of biological, Nutritional facts about a Big
chemical and physical Practical Investigation Chapter Four,
Mac.
contexts. Science for Life 9
Digestion (4.1) Enzyme action
They explain how the (Chapter 4, p.67 Science for Life 9) CSIRO
coordination and What is digestion?
regulatory functions Parts of the digestive system. Practical Activity <www.csiro.au>
within plants and Where does digestion begin? Digestion show and tell
animals assist them to
The mouth and its role in (Chapter 4, p.67 Science for Life 9) A Science Odyssey
survive in their Interactive brain
environments. digestion. Activity probe, technology
The oesophagus and its role in in the home, atom
Science at work Summary table
digestion including the builder, radio
Students describe the peristalsis. (Chapter 4, p.68 Science for Life 9) transmission
science base of science- The stomach and duodenum. Practical Investigations <www.pbs.org/wgb
related occupations in h/aso/tryit/>
their local community. The role of enzymes in the Small intestine model
digestion process. Your own design
Students formulate their Interactive body
own hypotheses and Digestion in other animals. (Chapter 4, p.7172 Science for systems
plan and conduct Small and large intestine (4.2) Life 9) <www.betterhealth.
investigations in order to Practical Activity vic.gov.au/bhcv2/bh
prove or disprove them. The difference between the csite.nsf/pages/inter
They use chemicals
small and large intestine in Modelling molecules actbodysystems?
actions.
Disciplined-based Science Science knowledge & At the completion of this unit Activity Website
Learning understanding students should have an
No drugs <www.science4life.
www.science4life.com.au
understanding of:
They explain how the (Chapter 5, p.85 Science for Life 9) com.au>
coordination and Science in your world
Activities Textbook
regulatory functions Taking drugs.
within plants and Function of the liver Chapter 5, Science
What are stimulants? for Life 9
animals assist them to Drugs
survive in their What are depressants?
environments. What are hallucinogens? (Chapter 5, p.8688 Science for CSIRO
Life 9) <www.csiro.au>
Science at work What are some other kinds of
drugs? Practical Investigations
They use the relevant
Kidney dissection Interactive body
science concepts and Balance in the body (5.1)
systems
relationships as one Investigation urine
Which organs in the human <www.betterhealth.
dimension of debating body keep homeostasis? (Chapter 5, p.9193 Science for vic.gov.au/bhcv2/bh
contentious and/or Life 9) csite.nsf/pages/inter
ethically based science- Regulation of glucose.
Activity actbodysystems?
related issues of broad Removal of amino acids.
OpenDocument>
community concern. Regulation of the blood. Who gets the liver?
Students formulate their Removal of toxic substances in (Chapter 5, p.93 Science for Life 9)
A Science Odyssey
own hypotheses and the body. Practical Activities Interactive brain
plan and conduct
Fats and bile. probe, technology
investigations in order to Test your nervous system
The function of the liver in the home, atom
prove or disprove them. Tickle yourself builder, radio
They use chemicals Hormones in the body. Looking at nerves transmission
(including biomaterials), <www.pbs.org/wgb
Practical Investigation
experimental results kidneys or liver doesnt function Question test bank
using appropriate data properly? Designing an experiment <www.science4life.
presentation formats, (Chapter 5, p.102 Science for com.au/index.cgi?
and comment on the The nervous system (5.3)
Life 9) sID=5&intArticleID
nature of experimental What is the nervous system? =11&det=1>
errors. How does the body respond to End of chapter summary and test
stimuli? questions.
What is a neurone and what (Chapter 5, p.104105 Science for
does it often consist of? Life 9)
What is the difference between
sensory and motor neurones? Over to youWorksheets
What is a reflex action? (Chapter 5, Year 9, Macmillan
What is a synapse? website)
The CNS and PNS.
The parts of the CNS and the
brain.
The nervous systems of other
animals.
The endocrine system (5.4)
What is the endocrine system?
What are endocrine glands and
Disciplined-based Science Science knowledge & At the completion of this unit Activity Website
Learning understanding students should have an
Natural cycles <www.science4life.
www.science4life.com.au
understanding of:
Students explain change (Chapter 6, p.107 Science for com.au>
in terms of energy in a Science in your world
Life 9) Textbook
range of biological, Rising temperatures do we
chemical and physical Activity Chapter 6, Science
need to be concerned?
contexts. Food chain for Life 9
Matter cycles (6.1)
They explain how the (Chapter 6, p.108 Science for
coordination and What is a habitat? Life 9) CSIRO
regulatory functions What are adaptations <www.csiro.au>
Practical Investigation
within plants and behavioural, structural and
animals assist them to functional? Model ecosystem Australian Academy
survive in their What is a food chain and how is (Chapter 6, p.109 Science for of Science
environments. Life 9) <www.sasta.asn.au/
it different to a food web?
Science at work qualityscience/midd
What are some examples of Activity leyears/WesternCov
Students describe the food chains? Energy pyramids er.html>
science base of science- What is photosynthesis and (Chapter 6, p.112 Science for
related occupations in respiration - the chemical Life 9) ABC Science
their local community. process (structure) of each? Getaway
They use the relevant What are producers and Practical Activity
<www.abc.net.au/sc
science concepts and consumers? Energy in food ience/>
relationships as one Self-sustaining ecosystems. (Chapter 6, p.113 Science for
dimension of debating Life 9)
Aerobic and anaerobic ABC Science Lab
contentious and/or
respiration. Practical Activities (Teachers)
ethically based science-
ABC Natural
History
<www.abc.net.au/na
ture/links.htm>
Scienceworks
Museum
<www.mov.vic.gov.
www.science4life.com.au
au/scienceworks/>
Over to you
(Chapter 6 Year 9)
<www.science4life.
com.au/index.cgi?
sID=5&intArticleID
=73&det=1>
Disciplined-based Science Science knowledge & At the completion of this unit Activity Website
Learning understanding students should have an
Building an optical device <www.science4life.
www.science4life.com.au
understanding of:
Students explain change (Chapter 7, p.127 Science for com.au>
in terms of energy in a Science in your world
Life 9) Textbook
range of biological, How do you see the world?
chemical and physical Practical Activities Chapter 7, Science
Optical devices. for Life 9
contexts. Light and shadow
Reflection and mirrors (7.1) Law of reflection
Science at work
What is light? CSIRO
They use chemicals Curved mirrors <www.csiro.au>
(including biomaterials), How does light travel? (Chapter 7, p.128129 Science for
equipment, electronic Natural and artificial sources of Life 9)
Light that travels
components and light. faster than light!
Practical Activities
instruments responsibly Transparent, translucent and <www.eurekalert.or
and safely. Light tricks
opaque materials. g/emailrelease.php?
They select appropriate Reflection of light. Critical angle file=epfd-
equipment and Model optical fibre ltt081905.php>
measurement procedures The law of reflection.
(Chapter 7, p.131132 Science for
that will ensure a high Images produced by mirrors.
Life 9) Science Teachers
degree of reliability in Curved mirrors convex and Association of
data collected and enable concave. Practical Investigation
Victoria
valid conclusions to be Investigation lenses
Refraction and lenses (7.2) <www.stav.vic.edu.
drawn.
(Chapter 7, p.133 Science for au>
They use chemicals What is refraction of light? Life 9)
(including biomaterials), What is the refractive index of a
Activity ABC Science
equipment, electronic
language.
Wide range of
communication forms.
Disciplined-based Science Science knowledge & At the completion of this unit Activity Website
Learning understanding students should have an
understanding of: Making an electrical device <www.science4life.
www.science4life.com.au
Mathematics Number
Use calculators for
arithmetic computations
www.science4life.com.au
involving several
operations on natural or
rational numbers, & for
rational approximations
of irrational numbers of
any size, including
numbers expressed in
scientific notation.
Working mathematically
Represent relationships
in mathematical terms.
knowledge and
understanding,
identifying areas for
further investigation.
They evaluate the
effectiveness of their
learning strategies, study
techniques and learning
habits and make
appropriate
modifications.
Managing personal
learning
Students allocate
appropriate time and
identify and utilise
appropriate resources to
manage competing
priorities and complete
tasks, including learner-
directed projects, within
set timeframes.
(Activities, Practical
activities/investigations)
Disciplined-based Science Science at work At the completion of this unit Activity Website
Learning students should have an
Students describe the Whos guilty? <www.science4life.
www.science4life.com.au
understanding of:
science base of science- (Chapter 9, p.169 Science for com.au>
related occupations in Science in your world
Life 9) Textbook
their local community. How can you determine if
Activities Chapter 9, Science
They use the relevant someone is guilty from
Marilyn Monroe for Life 9
science concepts and forensics?
relationships as one What is an autopsy? First on the scene
dimension of debating CSIRO
Forensics (9.1) Role play observation <www.csiro.au>
contentious and/or
ethically based science- (Chapter 9, p.170172 Science for
What is forensic science?
related issues of broad Life 9)
What is forensic medicine? ABC Science
community concern. Practical Investigation Getaway
What is forensic pathology? <www.abc.net.au/sc
Students formulate their Making casts
own hypotheses and What is the coroner and ience/>
inquest? (Chapter 9, p.173 Science for
plan and conduct
Life 9)
investigations in order to Why is it important to secure a ABC Science Lab
prove or disprove them. crime scene? Practical Activity (Teachers)
They use chemicals How is a crime scene secured? Comparing soil <www.abc.net.au/la
(including biomaterials), bnotes/>
What sort of observations need (Chapter 9, p.174 Science for
equipment, electronic to be made? Life 9)
components and New Scientist
instruments responsibly Shoeprints, treads and scratches. Practical Activities
<www.newscientist.
and safely. Soil investigation. Hair and fibres com/home.ns>
They present Hair, fibre and glass (9.2) Glass analysis
Over to youWorksheets
(Chapter 9, Year 9, Macmillan
website)
collaboratively,
negotiate roles and
delegate tasks to
complete complex tasks
in teams.
Working with the
strengths of a team they
achieve agreed goals
within set timeframes.
The individual learner
Students work
independently to
implement a range of
strategies, as
appropriate, to maximise
their learning.
Students seek and
respond to feedback
from peers, teachers and
other adults to develop
and refine their content
knowledge and
understanding,
identifying areas for
Disciplined-based Science Science knowledge & At the completion of this unit Activity Website
Learning understanding students should have an
A resource <www.science4life.
www.science4life.com.au
understanding of:
Students explain the (Chapter 10, p.190 Science for com.au>
behaviour and properties Science in your world
Life 9) Textbook
of materials in terms of Why study mining?
their constituent Practical Activity Chapter 10, Science
What is a natural resource? for Life 9
particles and the forces Metal and their ores
holding them together. Ores, minerals and metals (10.1) (Chapter 10, p.191 Science for
They identify and What are some naturally Life 9) CSIRO
classify the sources of occurring resources minerals? Practical Investigation <www.csiro.au>
wastes generated, and What are ores, minerals and
describe their Metal reactivity ABC Science
metals?
management, within the (Chapter 10, p.192 Science for Getaway
community and in Native metals and compounds.
Life 9) <www.abc.net.au/sc
industry. Changing metals (10.2) ience/>
Practical Activity
Science at work Slag and smelting. Properties of alloys ABC Science Lab
Students describe the Metal alloys and their (Chapter 10, p.195 Science for (Teachers)
science base of science- properties. Life 9) <www.abc.net.au/la
related occupations in Heat treatment of metals
Practical Investigation bnotes/>
their local community. annealing, normalising,
They use the relevant quenching, tempering. Quenching, normalising and
science concepts and New Scientist
tempering
relationships as one Mining (10.3) <www.newscientist.
(Chapter 10, p.196 Science for com/home.ns>
dimension of debating What sorts of materials are Life 9)
contentious and/or mined?
Over to youWorksheets
(Chapter 10, Year 9, Macmillan
Disciplined-based Science Science knowledge & At the completion of this unit Activity Website
Learning understanding students should have an
understanding of: Building a model <www.science4life.
www.science4life.com.au
Disciplined-based Science Science knowledge & At the completion of this unit Activity Website
Learning understanding students should have an
Space trek <www.science4life.
www.science4life.com.au
understanding of:
Students explain change (Chapter 12, p.232 Science for com.au>
in terms of energy in a Science in your world
Life 9) Textbook
range of biological, How vast is space?
chemical and physical Practical Activity Chapter 12, Science
What space treks do you know? for Life 9
contexts. Observing sunspots
Students apply concepts Our nearest star (12.1) (Chapter 12, p.234 Science for
of geological time to The Sun (Sol) is a star. Life 9) CSIRO
elaborate their <www.csiro.au>
What does the Sun consist of? Activity
explanations of both
natural selection and What type of star is the Sun? Galaxy zoo Australian Academy
evolution, and the origin In relation to the Earth, how big (Chapter 12, p.236 Science for of Science
and evolution of the is our Sun? Life 9) <www.sasta.asn.au/
Universe. The stormy surface of the Sun. qualityscience/midd
Practical Activities leyears/WesternCov
Science at work Sunspots and solar flares.
Red hot-white hot er.html>
They use chemicals Galaxies galore (12.2) A model pulsar
(including biomaterials),
equipment, electronic What is a galaxy? (Chapter 12, p.238241 Science for Search Sedna
Life 9) discovery
components and What galaxy are we in Milky
<www.universetoda
instruments responsibly Way. Activities y.com>
and safely. What shape is the Milky Way Star types
They select appropriate and how have astronomers
Observing the night sky How Stuff Works
equipment and arrived at this conclusion?
measurement procedures (Chapter 12, p.238242 Science for <www.howstuffwor
(Chapter 12 Year 9)
Key ideas and Checkpoint <www.science4life.
questions com.au/index.cgi?
sID=5&intArticleID
=73&det=1>
Presenting
Subject-specific
language & conventions
in accordance with
purpose.