Curriculum Mapping Template: Science 9 and 10

Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table. If you need help completing the template view the curriculum mapping instructions document.

Science Understanding Strand

Sub-strand Science as a human endeavour
Scientific understanding,
including models and
theories, are contestable
and are refined over time
Content
through a process of
Descriptions review by the scientific
community (VCSSU114)
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Advances in scientific
understanding often rely
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technology and
technological advances
are often linked to
scientific discoveries
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The values and needs of
contemporary society can
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scientific research
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Biological sciences Chemical sciences
Multicellular organisms An animal’s response to The transmission of The theory of evolution by Ecosystems consist of All matter is made of The atomic structure and
rely on coordinated and a stimulus is coordinated heritable characteristics natural selection explains communities of atoms which are properties of elements
interdependent internal by its central nervous from one generation to the diversity of living interdependent composed of protons, are used to organise
systems to respond to system (brain and spinal the next involves DNA things and is supported organisms and abiotic neutrons and electrons; them in the periodic table
changes to their cord); neurons transmit and genes by a range of scientific components of the natural radioactivity (VCSSU123)
environment electrical impulses and (VCSSU119) evidence environment; matter and arises from the decay of
(VCSSU117) are connected by (VCSSU120) energy flow through nuclei in atoms
synapses (VCSSU118) these systems (VCSSU122)
(VCSSU121)
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Sub-strand Chemical sciences (continued) Earth and space sciences Physical sciences
Chemical reactions Different types of Chemical reactions, The theory of plate Global systems, including The Universe contains Electric circuits can be The interaction of Energy flow in Earth’s The description and
involve rearranging chemical reactions are including combustion and tectonics explains global the carbon cycle, rely on features including designed for diverse magnets can be atmosphere can be explanation of the motion
atoms to form new used to produce a range the reactions of acids, are patterns of geological interactions involving the galaxies, stars and solar purposes using different explained by a field explained by the of objects involves the
substances; during a of products and can important in both non- activity and continental atmosphere, biosphere, systems; the Big Bang components; the model; magnets are used processes of heat interaction of forces and
Content
chemical reaction mass is occur at different rates; living and living systems movement hydrosphere and theory can be used to operation of circuits can in the generation of transfer the exchange of energy
Descriptions not created or destroyed chemical reactions may and involve energy (VCSSU127) lithosphere explain the origin of the be explained by the electricity and the (VCSSU132) and can be described and
(VCSSU124) be represented by transfer (VCSSU128) Universe concepts of voltage and operation of motors predicted using the laws
balanced chemical (VCSSU126) (VCSSU129) current (VCSSU131) of physics
equations (VCSSU125) (VCSSU130) (VCSSU133)
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See following page for Science Inquiry Skills Strand, Achievement Standards and Assessments Section

© VCAA
Curriculum Mapping Template: Science 9 and 10

Science Inquiry Skills Strand

Sub-strand Questioning and predicting Planning and conducting Recording and processing Analysing and evaluating Communicating
Formulate questions or hypotheses Independently plan, select and use Select and use appropriate Construct and use a range of Analyse patterns and trends in Use knowledge of scientific concepts to Communicate scientific ideas and
that can be investigated appropriate investigation types, equipment and technologies to representations, including graphs, keys, data, including describing evaluate investigation conclusions, information for a particular purpose,
scientifically, including identification including fieldwork and laboratory systematically collect and record models and formulas, to record and relationships between variables, including assessing the approaches used including constructing evidence-
of independent, dependent and experimentation, to collect reliable data, accurate and reliable data, and summarise data from students’ own identifying inconsistencies in data to solve problems, critically analysing the based arguments and using
Content
controlled variables (VCSIS134) assess risk and address ethical issues use repeat trials to improve investigations and secondary sources, to and sources of uncertainty, and validity of information obtained from appropriate scientific language,
Descriptions associated with these investigation accuracy, precision and reliability represent qualitative and quantitative drawing conclusions that are primary and secondary sources, conventions and representations
types (VCSIS136) patterns or relationships, and distinguish consistent with evidence suggesting possible alternative (VCSIS140)
(VCSIS135) between discrete and continuous (VCSIS138) explanations and describing specific ways
data (VCSIS137) to improve the quality of data (VCSIS139)
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Level 7 and 8 Achievement Standard Levels 9 and 10 Achievement Standard

By the end of Level 8
 Students explain how evidence has led to an improved understanding of a scientific idea.
 They discuss how science knowledge can be applied to generate solutions to contemporary problems and explain how these solutions
may impact on society.
 They investigate different forms of energy and explain how energy transfers and transformations cause change in simple systems.
 They use examples to illustrate how light forms images. They use a wave model to explain the properties of sound.
 They use the particle model to predict, compare and explain the physical and chemical properties and behaviours of substances.
 They describe and apply techniques to separate pure substances from mixtures.
 They provide evidence for observed chemical changes in terms of colour change, heat change, gas production and precipitate formation.
 They analyse the relationship between structure and function at cell, organ and body system levels. They identify and classify living things.
 They explain how living organisms can be classified into major taxonomic groups based on observable similarities and differences.
 They predict the effect of environmental changes on feeding relationships between organisms in a food web.
 They distinguish between different types of simple machines and predict, represent and analyse the effects of unbalanced forces, including
Earth’s gravity, on motion.
 They compare processes of rock formation, including the time scales involved, and analyse how the sustainable use of resources depends
on the way they are formed and cycle through Earth systems.
 They model how the relative positions of Earth, the Sun and the Moon affect phenomena on Earth.
 Students identify and construct questions and problems that they can investigate scientifically and make predictions based on scientific
knowledge.
 They plan experiments, identifying variables to be changed, measured and controlled.
 They consider accuracy and ethics when planning investigations, including designing field or experimental methods.
 Students summarise data from different sources and construct representations of their data to reveal and analyse patterns and
relationships, and use these when justifying their conclusions.
 They explain how modifications to methods could improve the quality of their data and apply their scientific knowledge and investigation
findings to evaluate claims made by others.
 They use appropriate scientific language, representations and simple word equations to communicate science ideas, methods and
findings.
Separated by line. Number in brackets, E.g. (3), is used as an identifier in various parts of the template.
By the end of Level 10
 Students analyse how models and theories have developed over time and discuss the factors that prompted their review. (1)
 They predict how future applications of science and technology may affect people’s lives. (2)
 They explain the concept of energy conservation and model energy transfer and transformation within systems. (3)
 They analyse how biological systems function and respond to external changes with reference to the interdependencies between individual components, energy transfers and flows of
matter. (4)
 They evaluate the evidence for scientific theories that explain the origin of the Universe and the diversity of life on Earth. (5)
 They explain the role of DNA and genes in cell division and genetic inheritance. (6)
 They apply geological timescales to elaborate their explanations of both natural selection and evolution. (7)
 They explain how similarities in the chemical behaviour of elements and their compounds and their atomic structures are represented in the way the periodic table has been
constructed. (8)
 They compare the properties of a range of elements representative of the major groups and periods in the periodic table. (9)
 They use atomic symbols and balanced chemical equations to summarise chemical reactions, including neutralisation and combustion. (10)
 They explain natural radioactivity in terms of atoms and energy change. (11)
 They explain how different factors influence the rate of reactions. (12)
 They explain global features and events in terms of geological processes and timescales, and describe and analyse interactions and cycles within and between Earth’s spheres. (13)
 They give both qualitative and quantitative explanations of the relationships between distance, speed, acceleration, mass and force to predict and explain motion. (14)
 They use the concepts of voltage and current to explain the operation of electric circuits and use a field model to explain interactions between magnets. (15)
 Students develop questions and hypotheses that can be investigated using a range of inquiry skills. (16)
 They independently design and improve appropriate methods of investigation including the control and accurate measurement of variables and systematic collection of data. (17)
 They explain how they have considered reliability, precision, safety, fairness and ethics in their methods and identify where digital technologies can be used to enhance the quality of
data. (18)
 They analyse trends in data, explain relationships between variables and identify sources of uncertainty. (19)
 When selecting evidence and developing and justifying conclusions, they account for inconsistencies in results and identify alternative explanations for findings. (20)
 Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited.
(21)
 They construct evidence-based arguments and use appropriate scientific language, representations and balanced chemical equations when communicating their findings and ideas for
specific purposes. (22)

Assessments
Unit (Title) Assessment Achievement Standard/s Unit (Title) Assessment Achievement Standard/s

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