This page does not print replace with divider 3 Sample teaching and

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T h is p a g e d o e s n o t p r i n t
re p la ce w i t h d i v i d e r 3
Sa m p le tea ch i n g a n d l e a r nin g
a ct i v i t i e s
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ba ck o f d i vi d e r 3
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U N DE R STAN D IN G T H IS
S EC TI O N
This section offers you ideas for teaching the 6–9 Science Curriculum. The ideas are arranged by Strand,
and there are ideas for each Indicator and selected Content in each grade.
These are not compulsory or sequential learning experiences. You are free to select from them, add to
them, and extend or revise them, according to your students’ needs and the resources that are available
to you. So, you may choose to:
■ implement all of the activities
■ implement some of the activities and complement these with school-designed activities
■ modify the activities to suit particular students’ needs and interests
■ use materials produced by other educational authorities or commercial publishers, where these address
the Standards and Indicators in the 6–9 Science Curriculum
■ develop your own school-based activity.
SYM B O LS U S ED T H RO U GHO U T T HE
T E ACH I N G A N D LEARNING AC T IVIT IE S
Each sample teaching and learning activity includes advice about how the class should be organised for that
activity. A symbol indicates whether the activity should be done by students individually, in pairs, in small
groups or as a whole class. In some cases, this organisation changes during the activity.
SYMBOL
Z
ZZ
ZZZ
Z ZZZZ
SYMBOL
CLASS ORGANISATION
Individually
In pairs
In small groups of between 3 and 5 students
As a whole class
FEATURE
TN Teacher note
ICT An opportunity to use technology
A Activity connected with the Assessment activity
SA M P LE A S S ES S M ENT AC T IVIT IE S
Sample assessment activities have been included for each Strand and grade to help teachers identify, gather
and interpret information about students’ learning. The sample assessment activities provide examples of
how teachers can collect information on student achievement and progress, and set the direction for
ongoing teaching and learning. The examples highlighted with the symbol A cover a range of assessment
practices described in Section 2 of this document.
6–9 SCIENCE TEACHER RESOURCE
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G ra d e 6
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G ra d e 6
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G R A DE 6 OV E RVIEW
This overview briefly describes each activity and lists the special equipment and teaching aids that you
need for the lesson.
MATTER
THE PHYSICAL WORLD
THE LIVING WORLD
EARTH AND SPACE
ACTIVITY 1
ACTIVITY 6
ACTIVITY 11
ACTIVITY 16
USE OF ELEMENTS
INSULATORS AND
CONDUCTORS IN THE
KITCHEN
MAKING SLIDES OF
ONION CELLS
GROWING CRYSTALS
• Computers with
Internet access
ACTIVITY 2
FLOATING AND SINKING
SOFT DRINKS
• Wide range of utensils
and/or scientific
equipment used for their
heat transfer properties
• Soft drinks, glassware
ACTIVITY 7
ACTIVITY 3
DENSITY MAGIC
• Glassware and
chemicals
ACTIVITY 4
COMPARING DRY CELL
BATTERIES
• Range of battery-powered
equipment and batteries,
textbooks or library or
Internet access
• Microscopes, lamps,
slides, cover slips,
onion, scalpels
ACTIVITY 17
ACTIVITY 12
CLASSIFICATION AND
THE USE OF KEYS
• Sets of buttons,
specimens, plant/
animal keys
MEASURING ABIOTIC
FACTORS
ACTIVITY 8
• Pie trays, general
equipment
COMPARING
ELECTROSTATIC AND
MAGNETIC FORCES
• Data loggers,
thermometers, light
meters, tiles, specimen
jars chemicals
ACTIVITY 5
• Perspex rods and cloths,
bar magnets
ACTIVITY 14
• Sand/salt mixture,
glassware
ASSESSMENT
ACTIVITY
SEPARATING A MIXTURE
• Sugar/iron filings
mixture, glassware,
balances, safety
equipment, magnets
COMPARING HEAT
TRANSFER METHODS
• Photos of heating devices
used for cooking, access to
library or Internet
ACTIVITY 10
MAKING AN ELECTRIC CELL
FROM EVERYDAY
MATERIALS
• Metals, lemon, apples,
oranges, potato,
galvanometers
ASSESSMENT
ACTIVITY
MAKING AN
ELECTROCHEMICAL CELL
• Range of scientific
textbooks, computers
with Internet access
MODEL THE EARTH’S
INTERNAL STRUCTURE
• Different coloured play
dough or modelling
clay
ACTIVITY 19
CONSTRUCT
AN ENERGY GAME
• Posters of ecosystems,
labels of organisms,
string
• Access to textbooks,
encyclopaedias and the
Internet, paper, pens,
dice, coloured pens
ACTIVITY 15
ACTIVITY 20
THE MULTICELLULAR
ORGANISM
USING ICT TO
COMPARE PLANETS
• Microscopes, prepared
slides, lamps
• Access to computers
loaded with copy of
spreadsheet
FOOD CHAINS
ACTIVITY 9
SPACE EXPLORATION
TIMELINE
ACTIVITY 18
ACTIVITY 13
ARCHIMEDES’
PRINCIPLE
SEPARATING A MIXTURE
• Various chemical
solutions, glassware,
safety equipment
ASSESSMENT
ACTIVITY
CELLS, TISSUES AND
ORGANS IN THE
MULTICELLULAR
ORGANISM
• Pens, pencils, erasers
and paper
ASSESSMENT
ACTIVITY
CONSTRUCT A
WORKING MODEL OF
SUN, EARTH AND MOON
• Students provide their
own materials
• Metal electrodes,
glassware, electrolyte,
galvanometers
6–9 SCIENCE TEACHER RESOURCE GRADE 6 OVERVIEW
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STRAND
MATTER
Students perform investigations on the relative densities of solids and liquids using
Archimedes’ principle. They research the uses of elements in society and describe
the properties of solids, liquids and gases and distinguish between pure substances
and mixtures.
ACTIVITY 1
Use of elements
INDICATOR
By the end of the grade, students will be able to:
• use separation techniques appropriate for a range of different mixtures.
CONTENT
Students learn to:
• research the uses of common elements in society.
T EACH I N G ST E PS
Z Z ZZZ
ZZZ
Z Z ZZZ
the following cloze passage on the board.
STUDENTS copy and complete the passage in their note books.
CLASS goes through the answers to check student understanding of elements.
‘Elements are ______________ substances. They cannot be broken down into any more
simple ______________. The Periodic Table is a chart that shows the ______________.
Each ______________ is represented by its own symbol.’
COPY
STUDENTS
work in groups to brainstorm a list of substances that are elements.
this list on the blackboard.
a poster of the Periodic Table and briefly remind students that it shows
elements represented by symbols rather than words.
COLLATE
PRESENT
ZZZ
STUDENTS use the poster of the Periodic Table to find the symbols of the elements
written by the teacher on the board and write them in their books.
each student the symbols for five elements. They work in pairs (i.e. each pair then
ICT has a total of ten elements) and research on the Internet the uses of these elements.
ONE student is given O (oxygen), N (nitrogen), Cl (chlorine), S (sulfur) and
P (phosphorus).
THE other student is given Al (aluminium), C (carbon), Si (silicon), Fe (iron), and
Cu (copper). Students are directed to the ‘webelements’, scholar’s edition website at
http://www.webelements.com/webelements/scholar/
ZZ
GIVE
THEY:
• click on one of their symbols and read the description of the element
• use the menu on the left hand side of the screen to locate the uses of each element
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• construct a table in their workbook that summarises their research on the ten
elements. Some efficient students may choose to research more than ten.
Symbol
Element
Description
Uses
pair of students stays together, but the class is divided into two teams. They are to
compete against each other on their knowledge of the ten elements.
THE game is called ‘What am I?’ Each pair of students selects an element and then gives
the other team three clues about the element without giving its name or symbol. The
clues must include at least one aspect from its description and at least one aspect from
its use. If a pair from the other team can correctly guess which element it is, they score a
point. If no-one can guess it from the other team, the team composing the clues scores a
point. Teams take alternate turns, ensuring that each pair has to contribute a set of clues
at least once.
EACH
Z
Students are to ensure that their table of ten elements has been completed
to a satisfactory standard.
HOMEWORK:
ACTIVITY 2
Floating and sinking soft drinks
INDICATOR
• describe the properties of and changes of state in solids, liquids and gases in terms of
the arrangement and movement of particles.
CONTENT
Students learn to:
• investigate the relationship between flotation of solids and liquids and their density.
T EACH I NG ST E PS
TN
Z ZZZZ
Z
THIS
activity is a teacher demonstration: POE–predict-observe-explain.
a large glass beaker (about 5 L) that is two thirds full with water, and two cans of
soft drink; one is a normal soft drink, the other is a sugar-free or diet drink.
ASK students to predict what might happen when the soft drinks are placed in the
water; i.e. Will they float or sink and will they both do the same thing?
HAVE
STUDENTS
draw a diagram of the beaker and write a prediction in note books.
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Z Z ZZZ
Z
Z Z ZZZ
PLACE
the cans in the water. The normal soft drink sinks and the ‘diet’ drink floats.
STUDENTS
complete and label a diagram so that it shows what they have observed.
why the cans of drink behaved differently and write possible explanation/s.
students whether they need any other information about the cans to find evidence
to support their explanation.
STUDENTS select what they think is the most likely explanation.
DISCUSS
ASK
TN
cans have identical volumes, but because of the sugar dissolved in the normal soft
drink, it is heavier; this is indicated on the label. This means it has a greater density
relative to the diet soft drink and also relative to the water.
USE students’ ideas to jointly construct a written explanation of their observations.
THE
ACTIVITY 3
Density magic
INDICATOR
• describe the properties of and changes of state in solids, liquids and gases in terms of
the arrangement and movement of particles.
CONTENT
Students learn to:
• investigate the relationship between flotation of solids and liquids and their density.
TN
THIS
activity continues on from Activity 2.
RESOURCES:
Group 1: beaker of water, small beaker of methylated spirits, ice cubes.
Group 2: 4 test tubes, 4 eye droppers, cold, saturated salt solution with red food
colouring, dilute salt solution (1:1 saturated solution and water) coloured with yellow
food dye and water coloured with blue food dye.
Group 3: Conical flask full of very hot water coloured with red food dye and with the
top covered in aluminium foil. Large (about 2 L) beaker, into which the flask easily fits,
half full of ice water. Pencil or blunt dissecting probe to perforate the aluminium foil.
Z Z ZZZ
ZZZ
jigsaw.
GIVE each student a number between 1 and 5.
EXPLAIN that it is the turn of the groups of students to become demonstrators.
The theme of comparing liquids based on densities is to continue.
CO-OPERATIVE
move into their expert groups.
each group a set of instructions and the necessary equipment to perform a
demonstration in front of the class.
STUDENTS
GIVE
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MOVE around each group to ask questions to help the students develop a scientific
explanation behind their demonstration.
GROUPS practise their demonstrations for the remainder of the activity and do the real
performance in front of the class as the following activity.
DEMONSTRATION group 1: ‘Magic ice’. Students have two beakers of liquid. They do not
tell the class that they are actually different liquids. One beaker is methylated spirits
and the other is water. Students first place the ice in the water and note that it floats.
Students then hold the ice up and say some magic words and place it in the other beaker
that actually contains the methylated spirits. The ‘magic’ makes the ice sink. What is the
scientific explanation? (Note; if the ice is coloured with food dye it is more visible for
the class.)
DEMONSTRATION group 2: Students have some ‘magic’ solutions, which only stay
separate if mixed in the order of the rainbow – red, yellow, blue. Students place the red
fluid (red-coloured, saturated, cold salt solution) in the bottom of a test tube. Then,
using an eye dropper, very gently syringe some green solution (green-coloured, dilute
salt solution so that it layers above it – hold test tube at an angle and gently trickle in the
solution). They finally repeat with the blue liquid which is simply blue-coloured water.
The layers should stay fairly separate and blur at the interfaces enough to give a rainbow
effect. Other group members show that if they add them in the reverse order, with
equal care, the colours just all blend together. Are the liquids ‘magic’ or is there some
scientific explanation?
DEMONSTRATION Group 3: Underwater volcano. Students gently lower a conical flask
full of hot water coloured red and with its top sealed by tightly fitting alfoil into a very
large beaker of ice water. A pencil can be used to perforate the top of the aluminium foil
when it is in place at the bottom. The red hot liquid rises up through the ice water and
spreads out on top. Students are to provide reasons why the red liquid rose up through
the ice water.
DEMONSTRATION group 4: coloured liquid layers. Into a measuring cylinder place 50 mL
of corn syrup. Add 50 mL of vegetable oil. Then add 50 mL of green-coloured water.
(The coloured water should work its way down below the oil and above the corn syrup.)
Finally very carefully add 50 mL of alcohol, coloured red so that it forms a layer on top. Is
the green liquid really ‘jealous’ of the clear liquids being together? Why does the red
liquid stay away from the others?
(Explanation – not only are each of the liquids different densities, but oil and water do
not mix. The oil therefore forms a layer separating the water and alcohol, preventing
then from mixing and having uniform density.
DEMONSTRATION group 5: A ‘lava lamp’ that does not need to be plugged in. Place about
70 mL of slightly coloured water into a measuring cylinder and gradually pour in about
20 mL of vegetable oil so that it layers on top. Wave hand over the top, releasing small
quantities of salt onto the surface of the oil. Hold it up so that the students can see
droplets of oil fall to the bottom of the coloured water to, several seconds later,
gradually rise back to the surface. (The salt combines with the oil to make it more dense
so that it sinks. When it gets to the bottom, the salt dissolves from around the edge of
the oil droplet, so that it returns to its original density and rises to the surface.)
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Z Z ZZZ
ZZZ
Z Z ZZZ
TN
EXPERT
groups perform their demonstrations.
STUDENTS return to their home groups and each student has to explain the tricks and
the science behind their own demonstration. i.e. group 1 explains that they were actually
two different liquids of varying density, group two explains the solutions had different
density because of their concentration of salt etc. Groups take their time to record the
main steps of the demonstrations, what they say and what they learnt as a series of
labelled diagrams.
with class the reasons why the liquids of differing densities became layered with
the less dense liquid rising or floating over the more dense liquids.
DISCUSS
3 is an example of the application of the particle theory. Because the
coloured water was hot, its particles were moving faster, it was less dense so it rose to
the surface.
DEMONSTRATION
ACTIVITY 4
Archimedes’ principle
INDICATOR
CONTENT
Students learn to:
• investigate Archimedes’ principle to determine the relative density of a range of solids.
Z Z ZZZ
the following questions:
What are some things that float on water?
Why do icebergs float?
Why does petroleum float on seawater?
Would petroleum still float on freshwater?
Is it easier to float in fresh or salt water?
JOINTLY construct a concept map to demonstrate the relationship between mass and
volume and density.
How can we determine which solids sink or float on a liquid?
How can we determine which liquids sink or float on another liquid?
DISCUSS
‘Predict–Observe–Explain’ Strategy
• On display is a range of foods in 500 g packets e.g. butter, margarine, cheese, meat,
flour, sugar, brown sugar, salt, desiccated coconut, tea, coffee, dried fruit, biscuits.
• As they all have the same mass, students are asked to put them in order from most
dense to least dense.
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CARRY out investigations, using Archimedes principle to investigate the relative densities
of the different substances.
DEMONSTRATE a procedure of using a small aluminium tray in a pneumatic trough that is
full to the brim with water:
MEASURE a defined mass of the solid into the pie tray and float it on the full pneumatic
trough. (A small tray works best with a half a cup of the substances being compared.)
PLACE a plastic cup under the overflow of the trough to collect the displaced water.
TRANSFER this into a measuring cylinder and measure its volume.
REFILL the pneumatic trough with water.
ZZZ
STUDENTS:
• repeat the procedure for a range of other substances
• complete a two-column results table to list the substance and the volume of
water displaced
• record a conclusion
• record a flowchart of diagrams to summarise the procedure.
CHECK that students have accurately recorded the procedure for the investigations and
drawn accurate conclusions.
Z
Students complete any corrections to their written procedure and
conclusion. They research Archimedes and the meaning of the term ‘buoyancy’ in
preparation for their attempts to explain what has happened.
HOMEWORK:
ACTIVITY 5
Separating a mixture
INDICATOR
CONTENT
Students learn to:
• conduct investigations using the properties of solids, liquids and gases to separate
different mixtures.
T EACH I NG ST E PS
TN
IN this activity, students work in pairs to plan and conduct an experiment to separate
a mixture of sand and salt, given specific equipment. They write up an experimental
record (Aim, Equipment, Method, Risk Assessment, Results and Conclusion/
Discussion). They show whether they have reflected on their processes and considered
improvements to their plan and how they collaborated.
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ACTIVITY One: You set the task, ensuring all students are in groups; if there is an odd
A number of students, one group of students could work as a group of three or a student
can elect to work alone, in which case the marking will need to be flexible. Discuss the
task with the students and explain the criteria that will be used to assess. Give the task
in writing.
STUDENTS discuss their plan and record their Aim, Equipment and Method.
ACTIVITY Two: Students collect equipment and begin procedure.
ACTIVITY Three: Students complete experiment and the written report and submit.
ZZZ
ASSESSMENT ACTIVITY
Separating a mixture
BASED ON ACTIVITY 5
INDICATOR
ACTIVITY
■
Students separate an unknown mixture of iron filings and sugar, or a soluble and an insoluble substance.
ASSESSMENT CRITERIA
■
■
■
■
■
64
Experimental Record/ Planning: /25
Conducting Experiment: Observation checklist: /20.
Note that the first three rows are to be completed while students are carrying out the practical activity.
Quickly scan the classroom, observing each pair and make a judgement on a Likert scale.
Discussion: Evidence of critical analysis of method or reflection on how the experiment could be
improved. /10
Ability to work independently: /10.
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STRAND
THE PHYSICAL WORLD
Students describe energy transfer and transformations involving heat and electricity.
They study magnetic and electrostatic forces as examples of forces that act at a distance,
and the concept of fields around different magnets is introduced through practical
activities. Students carry out an investigation on heat transfer, construct a galvanic cell
and research information about different types of batteries
ACTIVITY 6
Insulators and conductors in the kitchen
INDICATOR
• describe energy transfer and transformations in a range of systems.
CONTENT
Students learn to:
• relate heat transfer to the use of insulation and energy efficiencies.
T EACH I NG ST E PS
Z ZZZZ
BRAINSTORM
ways we cook food and the type of materials used to hold the food while
it cooks.
construct a table to record their discussions.
the students whether these same materials are used to hold food taken from the
refrigerator to keep it cold.
COMPARING heating activity
COLLECT a range of objects that could be used to hold water as it is heated,
e.g. glass beaker, aluminium can, steel can, porcelain cup.
DISCUSS the variables that would need to be considered in this investigation, e.g.
• the volume of water that will be heated
• the way the water will be heated
• how long it will be heated
• the sizes of the vessels used to hold the water being heated.
STUDENTS should recognise that the only variable will be the material of the containers
(the independent variable).
STUDENTS
ASK
ZZ
STUDENTS use a thermometer to measure the temperature of the water (the
dependent variable).
GUIDE students in the construction of a table to record their results by measuring the
temperature each minute for a maximum of ten minutes, using a spirit burner. The
method could be varied, using data loggers instead of thermometers, or gas burners or
electric hotplates as heaters, adjusting the time of heating as appropriate.
THEY carry out the investigation, recording the temperatures in their tables. At the
conclusion of the heating time, the vessel should be moved onto a heat mat and
allowed to cool.
6–9 SCIENCE TEACHER RESOURCE GRADE 6 THE PHYSICAL WORLD
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THEY record the falling temperature every two minutes for a maximum of
twenty minutes.
GUIDE students in the construction of a graph that records the changes in temperature
they measured for each vessel over the 30-minute period. The data collected may be
entered onto a spreadsheet and the graphs generated from this.
FROM their data, students answer the questions:
1. Do all substances allow water to heat up at the same rate?
2. What type of materials allow water to heat up quickest? Slowest?
3. Do the materials that allow water to heat up quickest also allow it to cool quickest?
4. What types of substances are best when used to allow water to heat up and remain
hot for the longest time?
Z Z ZZZ
Z
a class, students compare their results and discuss any similarities or differences,
relating their data to materials used in the home or in restaurants to cook and serve
hot food.
AS
up: Student research project
consider ways to store food or drink in a refrigerator or freezer that allows
the food to cool down quickly, and remain colder for longer once removed from the
refrigerator. They design and conduct a simple experiment at home, using the class
investigation as a model, and submit their report.
FOLLOW
STUDENTS
ACTIVITY 7
Comparing dry cell batteries
INDICATOR
CONTENT
Students learn to:
• relate the law of conservation of energy to the transfer and transformation of energy in
everyday appliances and equipment.
ZZ
TN
brainstorm everyday appliances that use batteries.
THEY organise these appliances into groups based on the size or shape of the battery.
THEY compare lists with other pairs.
STUDENTS
COLLECT a range of objects that operate using batteries, for example, calculator, electronic
diary, torch, camera, electronic game, mobile phone.
COLLECT a range of new batteries or the packaging in which batteries are sold. (Ensure
that different batteries are used in each device.)
PROVIDE access to textbooks, library and/or Internet resources.
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ZZ
students to predict the reason for each type of different battery based on the
device using it, for example, length of time needed for device to operate, size of device,
variation in power need.
DISTRIBUTE the batteries or packaging – one to each pair of students.
MODEL the design of a table that students will use to collect information about the
battery – dimensions, voltage, composition, other uses, etc.
ASK
STUDENTS:
• record information from the battery or package about the individual battery onto
the table
• locate further information from textbook/library/Internet that describes the main
features – structure of the battery, electrical voltage, the current delivered, estimated
use time, types of devices it is used in, methods of disposal
• draw a cross-section of the battery and label the positive and negative terminal
• discuss and record 2 advantages and 2 disadvantages of using this battery
• prepare a short talk to present to the class about their research.
Z ZZZZ
the information collected by each pair of students. Discuss this information
and compare this with the predictions made at the start of the activity.
DESCRIBE a galvanic cell and compare it to the dry cells used above.
GUIDE students to identify on their batteries the three main components: anode,
cathode and electrolyte.
SUMMARISE
ACTIVITY 8
Comparing electrostatic and magnetic forces
INDICATOR
• describe the impact on everyday life of contact forces and those that act at a distance.
CONTENT
Students learn to:
• identify forces that act as contact forces and those that act at a distance.
T EACH I NG ST E PS
Z ZZZZ
ZZ
‘Can I make an object move sideways without touching it? How many different
ways can I do this?’
COMPILE a list of students’ suggestions. Write these on the board.
ASK:
STUDENTS:
• collect a range of small objects such as paper clips, nails, polystyrene balls, ground
pepper, paper confetti, copper and silver coins, metal ball bearings, marbles
• arrange them on the desk
• rub a plastic comb, plastic ruler or Perspex rod with a dry cloth and hold it near
the objects
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• run a slow, thin stream of water from the tap and hold the rubbed plastic beside the
stream of water
• make a list of the substances that move when the rubbed plastic is brought near or
moved slowly over the top of them without touching them.
• repeat using a bar magnet, and make a list of the objects that move this time
• turn the magnet around to use the other pole of the magnet and repeat.
ZZ
STUDENTS:
• carefully suspend one of the rubbed plastic rods in a sling made of string
hanging freely
• bring another rubbed plastic rod near it, testing both ends of the plastic
• in another sling carefully suspend one magnet
• bring one end of another magnet near each end in turn
• repeat using the other end of the magnet
• bring the rubbed plastic rod near the suspended magnet
• record all observations.
Z Z ZZZ
68
the observations and make a list of substances that are affected by rubbed
plastic, a list of substances affected by a magnet and a list of substances not affected
by either.
DESCRIBE the electrostatic and magnetic forces used in this investigation.
CONDUCT a demonstration showing the effect between the two poles of the magnets
and electrostatic charges.
GUIDE students in a discussion about electric and magnetic fields as areas in which these
different forces act, and the types of materials that respond to electric and magnetic
fields (refer to the list made at the start).
PROVIDE a scaffold that assists students to summarise information about electric and
magnetic forces.
COMPLETE a summary of the ways electric and magnetic forces are used in everyday life,
for example, photocopiers, electromagnets, compasses, Maglev train.
DISCUSS
25/7/07 10:33:34 PM
ACTIVITY 9
Comparing heat transfer methods
INDICATOR
• describe energy transfer and transformation in a range of systems.
CONTENT
Students learn to:
• discuss the transfer of heat energy by radiation, conduction and convection in manmade and natural systems.
T EACH I NG ST E PS
Z ZZZZ
ZZ
Z ZZZZ
Z
photographs of a range of different heating devices used for cooking, for
example, open fire, fuel stove, gas burners, electric hotplates, induction cook tops,
microwave oven.
REVIEW the concepts of conservation and transformation of energy.
ASK students to identify one similarity and one difference between each of these
devices, then assembles a list of each, writing them on the board.
PRESENT
students with a scaffold for a research task comparing radiation, convection and
conduction. Supplies a range of texts, library and/or Internet resources.
ALLOCATE 2 cooking devices to each pair.
STUDENTS use the scaffold and resources to:
• research the meanings of the terms ‘radiation’, ‘convection’ and ‘conduction’
• locate and draw diagrams of models explaining the mechanism of each form of heat
transfer, clearly identifying the medium required
• research and summarise information about the ways in which heat is generated and
radiated in each of their allocated cooking devices
• predict the predominant heat transfer method for each of their devices, based on
their research, in consultation with the teacher.
ISSUE
whole class discussion on results of research about cooking devices, assembling
a summary of all the devices under the headings of ‘radiation’, ‘convection’ and
‘conduction’.
COMPARE this list with the initial list of similarities and differences.
GUIDE
use researched and shared information to answer the questions:
1. Why are metal pots used on fuel stoves, gas burners and induction cooktops?
2. Explain why dry foods are not successfully cooked in microwave ovens.
3. Which devices used for cooking are most efficient in generating heat just to cook
food, without losing too much heat to the surroundings? Explain your answer.
STUDENTS
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ACTIVITY 10
Making an electric cell from everyday materials
INDICATOR
CONTENT
Students learn to:
• relate the law of conservation of energy to the transfer and transformation of energy in
everyday appliances and equipment.
ZZ
STUDENTS:
A • connect a clean piece of zinc to the negative terminal of a galvanometer using a
conductor and alligator clips
• connect a clean piece of copper to the positive terminal the same way
• push the piece of zinc through the skin of a lemon to a depth of 1 cm
• at a distance of 2 cm from the zinc, push the copper through the skin of the lemon to
a depth of 1 cm. Record the reading on the galvanometer
• predict then investigate the effect of:
(a) pushing the metals deeper into the lemon 0.5 cm at a time
(b) squeezing the lemon
(c) replacing the zinc with a piece of tin or iron
(d) replacing the lemon with an orange or apple
• record all observations in a table
• write a short paragraph describing the combination of materials or conditions that
produces the largest electric current, based on these observations.
http://en.wikipedia.org/wiki/Lemon_battery
http://www.ushistory.org/franklin/fun/lemon.htm
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ASSESSMENT ACTIVITY
Making an electrochemical cell
BASED ON ACTIVITY 10
INDICATOR
CONTENT
Students learn to:
• relate the law of conservation of energy to the transfer and transformation of energy in everyday
appliances and equipment.
ACTIVITY
■
Students are provided with three metal electrodes and an electrolyte solution. They construct an simple
electrochemical cell using the equipment provided.
ASSESSMENT CRITERIA
■
■
■
Outlined a procedure for conducting an investigation.
Recorded observations correctly.
Drew conclusions based on observations.
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STRAND
THE LIVING WORLD
Students examine the microscopic world of living things by examining slides of living
cells and progress to studying a local ecosystem where they identify and measure a range
of abiotic factors that affect the survival of various producers and consumers in that
ecosystem. Students develop food chains that show energy transfer and transformations.
ACTIVITY 11
Making sli des of onion cells
INDICATOR
• identify the cellular nature of living things and features that distinguish living from
non-living things.
CONTENT
Students learn to:
• use technologies such as the microscope to identify the cellular nature of living things.
TN
Z Z ZZZ
ZZZ
72
STUDENTS have already been introduced to the light microscope and have learnt to set it
up with a prepared slide. They have also had practice in drawing scientific diagrams. This
activity will allow students to construct their own slide using plant material.
students the following questions to generate a discussion:
What is the function of the light microscope?
How much can it magnify objects?
What are the basic units of living things that can be seen with the light microscope?
Why does the specimen have to be very thin?
DEMONSTRATE making a slide using onion tissue.
1. Peel, carefully, a thin section of membrane from between the layers of the onion.
2. Place the thin section in water to avoid the cells losing water.
3. Cut a small section smaller than the cover slip from this specimen and place on a
glass slide.
4. Add a drop of water.
5. Place the cover slip at an angle on the slide to draw up some water and then carefully
lower it so that it covers the whole specimen.
6. Tap the cover slip gently to remove any air bubbles.
7. Soak up excess water off with the edge of some paper towelling.
8. Set up the slide under the microscope.
ASK
students a series of diagrams of the procedure but out of order.
ASK students to cut out the diagrams and place them in their books in the
correct sequence.
CHECK their work.
GIVE
6–9 SCIENCE TEACHER RESOURCE GRADE 6 THE LIVING WORLD
25/7/07 10:33:36 PM
this has been checked, students collect the equipment and begin the activity to
make their own wet mount.
STUDENTS focus their slides under low power and then under high power. They draw a
scientific diagram of a couple of cells.
ONCE
Z ZZZZ
ZZZ
TN
up a diagram of a plant cell on the overhead projector and outline the main parts of
the cell. The following questions are useful:
What can you see under your microscope?
What are the main parts of the cell that you can see on your slide?
Why do you think that we cannot see more detail?
SET
ASK
students to label their diagrams, including the nucleus, cell wall and cytoplasm.
activity:
View a drop of water from a hay infusion, some pond water or red cabbage to view
living single-celled organisms.
FOLLOW-UP
ACTIVITY 12
Classification and the use of keys
INDICATOR
• describe the relationships between and adaptations of producers and consumers in
ecosystems.
CONTENT
Students learn to:
• use keys to identify a range of living things
• apply classification schemes to a broad range of living things.
T EACH I NG ST E PS
TN
Z ZZZZ
activity aims to introduce students to the diverse range of organisms present in the
environment, focusing on those of the local ecosystems. Students are introduced to keys
through grouping objects and then they deconstruct a key by using it to identify a range
of specimens/pictures.
THIS
What is a living thing?
How do we know if something is living or not?
Give an example of each name some living things in our local ecosystems.
USE a structured overview on the board to record the information.
The Egyptian vulture, owl and Ibis are all grouped together as birds. But how do we
know that they are birds?
What do they all have in common?
CLASSIFICATION is the process of grouping organisms according to structural features.
ASK
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ZZZ
IN
•
•
•
•
•
•
Z Z ZZZ
ZZZ
TN
each group 10 different buttons.
their groups, students:
separate10 different buttons into two groups
record the criteria used in a flow chart
separate each of the two groups into two further groups, and
record the criteria again
continue until each button is in its own group. See the example on the next page.
transfer their diagram onto an overhead projector transparency and, in turn, report
their results to the class.
GIVE
What are some of the characteristics used that are common across the different groups?
Were the characteristics used in the same order? Did that affect the outcome?
There can be more than one way to group objects.
Were some characteristics better to use than others? Why?
INTRODUCE the concept of structural features, i.e. type of body covering vs. colour of
body covering.
SHOW the class a classification key and use an example to show how to read it.
ASK
each group of students a different selection of plants or animals and a key. These
could be live or preserved specimens or pictures if specimens are unavailable. Students:
• use the key to classify each specimen
• move to another specimen collection and use the given key to identify the
specimens again.
GIVE
activity:
TEACHER demonstrates how to convert button flow chart activity into a dichotomous
key. Students are then given a range of animals or plants and asked to construct their
own key naming the specimens as A, B, C etc. These keys are then swapped between
groups who then have to use them to identify the specimens.
FOLLOW-UP
living
fish
amphibians
reptiles
Egyptian
74
birds
mammals
owl
ibis
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Buttons Flow Chart example
less than 4 holes
made of
wood
4 holes
made of
plastic
no raised rim
around the edge
diameter is
1 cm or less
raised rim
around the edge
diameter is
more than 1 cm
ACTIVITY 13
Measuring abiotic factors
INDICATOR
• describe the relationships between and adaptations of producers and consumers
in ecosystems.
CONTENT
Students learn to:
• investigate a local ecosystem and measure the abiotic factors that affect the organisms
in that ecosystem.
T EACH I NG ST E PS
TN
ZZZ
this activity, students identify abiotic factors and methods by which they can be
measured. They will describe and explore their local ecosystem, explaining how the
changes in abiotic factors possibly impact on the numbers and location of organisms.
WORKSHEET 2 for this activity can be found at the end of the Grade 6 activities.
IN
describe their local ecosystem: beach, rock platform, tidal flat, desert, etc.
write down all the factors that affect the local ecosystem on individual ‘post-it
notes’ and place on the board at the front of the room.
STUDENT representative is then asked to group the notes into categories.
STUDENTS
THEY
Z ZZZZ
ZZZ
the concept of biotic and abiotic factors, showing how the factors can be
grouped together as living factors such as mates, shelter and competition and non-living
factors such as light, temperature and water that affect the ecosystem.
INTRODUCE
write down the definitions of biotic and abiotic factors in their own words,
giving examples of each.
THEY construct a table for abiotic factors with the headings: ‘Abiotic factor’, ‘Equipment
needed’, ‘How to measure factor’.
STUDENTS
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Z Z ZZZ
students the factors including light, temperature, soil/water pH, salt content,
humidity and water content and ask them to propose ways that they could measure the
factor. As each factor is discussed, students record the equipment needed and procedure
in their table.
DEMONSTRATE each procedure as described below for a desert:
• temperature: thermometer or data logger can be used with a temperature probe
• light: light meter or data logger can be used with a light probe
• soil pH: sample of soil is placed on white tile. Sprinkle barium sulphate over the soil
and then add universal indicator. Use a pH chart to compare the colour and therefore
determine the pH. Alternatively, pH probe and data logger could be used if it is
available.
• salt content: add soil and distilled water to a specimen jar, shake, add few drops of
silver nitrate and watch for white precipitate to form
• humidity: use a wet and dry bulb thermometer
• water content of soil: collect a soil sample, weigh, dry in incubator over few days,
reweigh and calculate the difference in mass.
GIVE
Follow-up activity:
ASK students to collect equipment.
REVIEW the method for collecting data on each abiotic factor.
ESCORT students to collect data on the specified local ecosystem that could be part of
the school environment, its surrounds or undertaken as a day excursion. Collect data
from 3 different sites and compare it.
ACTIVITY 14
Food chains
INDICATOR
• describe the relationships between and adaptations of producers and consumers in
ecosystems.
CONTENT
Students learn to:
• describe the flow of energy from producers to consumers in an ecosystem.
TN
76
aim of this activity is introduce food chains and food webs. By the end of the activity,
students should be able to define producer and consumer, and be able to describe their
relationship within a food chain and food web. They should also be able to describe food
chains and food webs as the flow of energy from producers to consumers.
THE
25/7/07 10:33:37 PM
ZZZ
Z ZZZZ
THIS is a floor storming activity. Teacher creates a series of collage posters, each of a
different ecosystem, with different images related to that particular environment and
its organisms. Each student group is given a different ecosystem collage and asked to
identify the type of ecosystem, the types of plants and animals in the environment and
the role that they may play within the environment.
group then reports back to the class on their collage.
the concepts of producers and consumers and ask the following questions:
Which organisms are producers in your collages?
Which organisms are consumers? What do they consume?
What are the differences between the consumers? Give examples.
OUTLINE the link between producers and consumers as the linear flow of energy that can
be shown using a food chain.
EACH
INTRODUCE
ZZZ
Z ZZZZ
students 3 or more diagrams of organisms for a food chain and are ask them to
cut them out and arrange them from producer to consumer. Emphasise that the arrow
indicates the direction of energy flow.
Producer → Herbivore (consumer) → Carnivore (consumer)
e.g. phytoplankton → Shaari → humans
STUDENTS answer the questions:
Where would the initial input of energy come from?
Is all the energy transferred from one organism to another?
If not, where would it go, remembering that energy cannot be created or destroyed?
GIVE
participate in a class role play to represent a food web:
are given a label with the name of an organism and asked to pin it on their
clothing or hang it around their neck. They are also given a few lengths of string. With
the label comes information about what the organism eats and what eats it. Each
student then finds another student with the name of an organism that they either eat or
are eaten by. If they eat the organism then they hold onto the other end of the string
from their prey. This represents energy flow from one organism to the predator. Some
organisms may find that they attach to one person’s string but that 2 or 3 students
attach to their strings. The teacher identifies that they have created a food web.
STUDENTS
STUDENTS
ZZZ
What is the difference between a food web and a food chain?
Which students are producers? Did these students take a string end from anybody else?
How do they obtain their energy?
How did the producer use their energy? What happens to its energy?
Which students took a string end from these producers? So the energy flowed from the
producer to the first consumer called the herbivore. How did the first consumer use
their energy? What happens to their energy?
ASK
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ACTIVITY 15
The multicellular organism
INDICATOR
• identify the cellular nature of living things and features that distinguish living from
non-living things.
CONTENT
Students learn to:
• identify the role of different cells in animals and plants
• relate tissues and organs in multicellular organisms to their function.
Z
prior knowledge of cells; their types, structure and function, to complete a
graphic organiser, such as a brain drop.
What is the difference between animals and plants?
Is there an advantage to being an animal or plant?
What is the difference between unicellular and multicellular organisms?
Is there an advantage to being unicellular or multicellular?
BRAINSTORM
up the room with microscopes in a station technique where each microscope has
A a different prepared slide of a cell type such as blood, nerve cells, muscle cells, leaf
epidermis, leaf cross section, transverse section of a root showing root hairs, xylem/
phloem longitudinal section and sperm cells. Different stations could highlight different
cell types.
EACH station has some information about the type of cell.
ZZZ
SET
STUDENTS:
• position themselves at different stations
• construct a table to present the following information:
cell type, diagram of cell type, located in plant or animal, role or function of cell type
• complete the table for the station and then move around the room as directed by
the teacher.
TN
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78
RECORD
information on each student in a table as shown at the end of this activity.
group representatives to report back their findings to the class. Each group presents
one station and a student scribe records the information on the board using a graphic
organiser such as a mind map. Other groups can add to the information as each group
completes their report.
ASK
Z
STUDENTS
TN
A
record the class mind map from the board.
tissue is a group of similar cells that carry out a specialised job such as muscle cells and
blood, the cells that students just looked at.
ORGANS are made up of one or more different kinds of tissues that can carry out one or
more main functions, such as the leaf.
25/7/07 10:33:38 PM
What is the function of the leaf? What type of cells make up the leaf?
Describe how different cell types are positioned in the leaf and suggest how this may
help in the overall function of the leaf.
What other organs can you name in a plant or an animal? What function(s) do
they have?
CONSTRUCT a flow chart to link the concepts cells, tissues and organs together using
an example.
ASSESSMENT ACTIVITY
Cells, tissues and organs in the multicellular organism
INDICATOR
• identify the cellular nature of living things and features that distinguish living from non-living things.
CONTENT
Students learn to:
• identify the role of different cells in animals and plants
• relate tissues and organs in multicellular organisms to their function.
ACTIVITY
■
The aim of this activity is for students to work together to extract information from text and prepared
slide about different cell types found in plants and animals and their respective roles. They will then
summarise this information in a table. This information will be collated to develop an understanding of
the relationship between cells, tissues and organs in a multicellular organism.
ASSESSMENT CRITERIA
■
■
■
■
■
Participated co-operatively.
Could construct a table to summarise information.
Drew a scientific diagram.
Extracted information from text.
Followed instructions.
Student Profile Sheet
Student
Name
Participates
in class
activity
Works with
peers
Can
construct a
table
Draw
scientific
diagram
Extracts info
from text
Can follow
instructions
A
✓
✓
✓
✓
✓
✓
B
✓
✓
C
✓
✓
✓
✓
✓
✓
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STRAND
EARTH AND SPACE
Students examine igneous rocks as part of their understanding of the rock cycle,
describe the internal structure of the Earth and discuss renewable and non-renewable
resources. They will develop a timeline of the technologies that have been used to
increase our understanding of our Solar System and the Universe and describe aspects
of the Newtonian model of the Solar System.
ACTIVITY 16
Growing crystals
INDICATOR
• identify features and processes occurring in the lithosphere, hydrosphere and
atmosphere.
CONTENT
Students learn to:
• identify features and processes occurring in the lithosphere.
TN
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80
activity could form an introductory activity to igneous rocks or could reinforce
the concepts that when igneous rocks form, the size of crystals depends on the rate
of cooling.
EQUIPMENT needed for the activity:
100 mL beakers
copper sulfate
potassium aluminium sulfate
sodium thiosulfate
potassium ferricyanide
copper acetate monohydrate
stirring rods
large watch glasses or evaporating basins
protective eyewear.
THIS
observe some examples of igneous rocks – obsidian, pumice granite and
basalt – using a hand lens or a dissecting microscope.
Have you seen any of these rocks before? Where?
What do you notice about the granite?
What do you notice about the basalt?
What do you notice about the obsidian?
What do you notice about the pumice?
Can we arrange the rocks to show a progression? What can we show? What’s the
sequence? Why?
Why do all these igneous rocks look different?
What could they be used for?
STUDENTS
6–9 SCIENCE TEACHER RESOURCE GRADE 6 EARTH AND SPACE
25/7/07 10:33:39 PM
ZZZ
are going to create your own crystals.
each group of students with ONE of the following saturated solutions or have
each group of students make their own saturated solution of one of the following
chemicals:
COPPER sulfate, potassium aluminium sulfate, sodium thiosulfate, potassium
ferricyanide, copper acetate monohydrate.
YOU
PROVIDE
STUDENTS:
• pour about 25 mL of their saturated solution into a watch glass or evaporating basin
• place their watch glasses and their beakers (with the remaining solutions) in safe area
(e.g. window sill, cupboard) until next activity.
Which solution will evaporate the fastest? Why?
In which solution will you expect to see the largest crystals? Why?
STUDENTS design an investigation to see the effect of cooling rate on crystal size. They
explain the following aspects of their design:
• dependent variable
• independent variable
• controlled variables.
IN the next activity students take a large crystal from their cultured crystals in the watch
glass, tie a piece of cotton around it and hang it in a saturated solution of a chemical (as
shown below). They observe their crystal growth over the coming weeks.
STUDENTS
then carry out their designed experiment.
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ACTIVITY 17
Space exploration timeline
INDICATOR
•
use the Newtonian model of the Solar System to explain day and night, and to compare
a year on Earth with a year on one other planet.
CONTENT
Students learn to:
• identify scientific tools used to increase our understanding of features within and
beyond our Solar System.
TN
are to develop a creative timeline that identifies the increasingly sophisticated
technology that has been used to explore space.
STUDENTS
students to identify what astronomical tools they are familiar with, and to provide
A keywords for students to base their research. Students should be able to name some or
all of the following:
• eyes
• telescopes
• radio telescopes
• Moon landing
• satellites
• space probes
• Hubble telescope (space telescope)
• spectroscopes.
Z Z Z ZZ
ZZZ
ASK
are to research the tools used by astronomers to gain an understanding of the
Solar System and beyond.
THEY need access to a range of scientific textbooks, encyclopaedias and computers with
Internet access.
ALONG with their creative timeline, each group submits evidence of their research in the
form of a table, using at least the following headings:
STUDENTS
Year (date)
82
Technology/tool
How it has increased our knowledge of space
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ACTIVITY 18
Model the Earth’s internal structure
INDICATOR
atmosphere.
CONTENT
Students learn to:
• describe the internal structure of the Earth.
T EACH I NG ST E PS
TN
ZZZ
a 3-D cross-section model of the interior of the Earth to help visualise
the main spherical layers of the Earth: inner core, outer core, mantle and crust. This
activity reinforces and enhances visualisation and illustration of the relative thicknesses
of Earth’s layers. This activity also provides an opportunity for some practice in
problem-solving and mathematical skills.
CONSTRUCT
students with a handout showing the internal structure of the Earth, and
indicating the relative thicknesses of the different layers. They are to create a model of
the structure.
GIVE each group of students a known volume or mass of one colour of play dough with
which to begin their modelling exercise. They can use modelling clay or play dough. The
advantage of play dough is that it comes in different colours. If using modelling clay,
students will also need to colour the clay to show the different layers.They need
different volumes of the different colours of play dough in order to make the relative
thicknesses of the Earth’s layers.
TELL students to estimate or calculate the different thickness of the different layers of
their model of the internal structure of the Earth. They should have the calculations
available for you to check.
STUDENTS also develop a matching exercise based on the internal structure of the Earth.
There are to be 20 matches, involving the internal structure of the Earth, its layers and
composition. An example of a simple matching exercise is:
PROVIDE
Word or phrase
Description
Crust
Consists of solid iron
Asthenosphere
Thinnest layer of the Earth
must use at least the following terms in their matching exercise:
mantle; inner core; outer core; asthenosphere; crust; lithosphere.
COLLECT the matching exercise and their 3-D model together.
THEY
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ACTIVITY 19
Construct an energy game
INDICATOR
atmosphere.
CONTENT
•
•
Students learn to:
identify examples of renewable and non-renewable resources, including solar energy,
sand and water.
identify natural and made resources as renewable or non-renewable sources of energy.
TN
ZZZ
activity helps to reinforce the concept of energy transformations and introduces the
classification of different types of resources as renewable or non-renewable.
THIS
STUDENTS plan and design a game and rules on how to play the game. They are to sketch
their game on large sheets of white newspaper and decide how the game starts and who
is the winner.
STUDENTS research textbooks, encyclopaedias and the Internet to find suitable
information to design questions (and answers) related to their renewable and nonrenewable energies and energy sources.
PROVIDE students with a list of energy sources to categorise as renewable and nonrenewable. They need these to design the game.
ENERGY SOURCES
• electricity
• solar energy
• wind energy
• coal
• petroleum
• natural gas
• geothermal
• biomass
• nuclear.
THEIR game could be based on games like Monopoly, Snakes and Ladders, Scrabble or
Jenga. Provide a range of games for students to use as models.
STRATEGIES for the game could include:
• If a student lands on a renewable energy source – they get bonus points;
move forwards 2 places.
• If a student lands on a non-renewable resource, they lose points or move backwards.
• If they land on certain numbers they must answer a question about renewable
resources.
• If a student lands on other numbers they must answer a question on non-renewable
resources.
STUDENTS make and evaluate their game by having friends play the game and then they
identify changes that may need to be made.
ONCE any improvements have been made, groups can play each other’s games and assess
which is the ‘best’ game and give reasons for their decision.
THEY are to use criteria (including correctness of the science) to identify the best game,
and then modify their criteria after they have played each game.
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ACTIVITY 20
Using ICT to compare planets
INDICATOR
• use the Newtonian model of the Solar System to explain day and night, and to compare
a year on Earth with a year on one other planet.
CONTENT
Students learn to:
• compare a year on earth with a year on other planets in our Solar System.
T EACH I NG ST E PS
TN
need to be familiar with the Newtonian model of the Solar System and the
functionality of a spreadsheet before they attempt this exercise.
STUDENTS
STUDENTS are to manipulate information that is provided in a spreadsheet in order to
ICT identify various trends in the data about the planets in our Solar System.
PROVIDE them with a read-only spreadsheet (Worksheet 3 at the end of Grade 7
activities).
WORKING in pairs, students open the spreadsheet and save a copy under their own
name.
THEY manipulate the data in the spreadsheet to provide answers to the following
questions:
Is there a trend in the mass of the planets with increasing distance from the Sun? If so,
describe the trend.
Is there a trend in the length of a day on the planets with increasing distance from
the Sun? If so, describe the trend.
Is there a trend in the number of moons around each planet with increasing distance
from the Sun? If so, describe the trend.
Is there a trend in the surface temperature of each planet with increasing distance from
the Sun? If so, describe the trend.
Is there a relationship between the mass of each planet and number of moons? If so,
what is the trend?
Is there a relationship between the mass of each planet and its gravity? If so, what is
the trend?
Is there a relationship between the mass of each planet and the escape velocity for that
planet? If so, what is the trend?
Is there a trend in the year length of each planet with increasing distance from the Sun?
If so, describe the trend.
Is there a trend in the orbital velocity of each planet with increasing distance from the
Sun? If so, describe the trend.
STUDENTS create their own summary of the information they have obtained through
this exercise.
ZZ
TN
spreadsheet was based on information provided on the following website:
http://www.windows.ucar.edu/tour/link=/our_solar_system/planets_table.html
THE
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ASSESSMENT ACTIVITY
Construct a working model of Sun, Earth and Moon
INDICATOR
• use the Newtonian model of the Solar System to explain day and night, and to compare a year on Earth
with a year on one other planet.
CONTENT
Students learn to:
• identify scientific tools used to increase our understanding of features within and beyond our
Solar System.
ACTIVITY
■
Students are to construct a working model that shows the relationship between the Sun, Earth
and Moon.
MARKING CRITERIA
Students knew about:
■ correct relative positions of Sun, Earth and Moon
■ tilt of the Earth
■ Earth being free to rotate and revolve around the Sun
■ Moon being free to rotate and revolve around Earth
■ gravitational forces between Sun and Earth; Earth and Moon
■ correct science.
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WOR K S H EET 1 G RA DE 6 A SSESSMEN T ACTI VI TY
Ob servatio n ch ecklist
Student’s initials
Worked collaboratively, even
workload distribution.
Range: 1–2
Equipment handled safely
and efficiently.
Range: 1–5
Selection of appropriate
equipment.
Range: 1–3
Accurately measured mass of
initial mixture.
Range 1–4:
4 = within 0.2 g
3 = within 0.5g
2 = within 1g
1 = within 5g
0 = more than 5g
Sugar appeared dry and pure.
Range 1–3
Iron filings appeared dry and
free of sugar.
Range 1–3
Total/20
Received help
Marking Schedule: Experimental Planning / 20
1. Clearly written experimental procedure – 5 marks
2. Accurately and appropriately drawn diagrams to support procedure – 5 marks
3. Evidence of application of scientific understanding to plan to carry out the experiment as accurately
as possible –5 marks
4. Evidence of consideration of safety and appropriate planning for the use of safety equipment and the
disposal of any wastes – 5 marks
Discussion/ Conclusion/ Reflection
1. Consideration of the problems that arose and strategies that may have avoided or overcome these
problems – 5 marks
2. Reflection of how well they worked as a team – or the issues if they worked alone – how did they decide
who did what, was the work load equitable, did they have different roles that made use of their particular
skills? 5 marks.
25/7/07 10:33:41 PM
WOR K S HEET 2: G RA DE 6 ACTI VI TY 13
Measu rin g ab iotic fac to rs
To measure abiotic (chemical and physical) factors affecting the local ecosystem.
Method:
Measure the following factors as described and record in the results table:
(i) Temperature: measure the temperature with the thermometer or data logger in the ground, 5 cm
above the ground and 1 metre above the ground.
(ii) Moisture Content of the Soil: Collect a small sample of soil in a plastic bag. Take this sample to the lab
and weigh using an electric balance. Place sample in the incubator and leave for about one week to dry.
Reweigh the sample and calculate the difference from the initial mass. The change in mass will be due
to water loss from the sample.
% content water 5 initial mass 2 final mass
initial mass 3 100
(iii) pH Level of the Soil: Place a small amount of the soil on a white tile. Add a very small amount of the
barium sulphate. Then add a few drops of universal indicator. Compare with the colour chart to obtain
the pH level.
(iv) Light Intensity: measure the light intensity using the light meter or data logger 5cm above the ground
and 1 m above the ground.
(v) Humidity: use the wet and dry bulb thermometer.
(vi) Soil Type: indicate whether the soil type is sandy, clay/loam or clay.
(rub some soil between the fingertips and feel the grain size – sand has large grain size, clay has a
small particle size)
(vii) Chloride Ion Content: add soil and 2 mL of distilled water to a specimen tube. Shake vigorously and
then allow it to settle. Add 3–5 drops of silver nitrate to the sample. If Cl2 present, a white precipitate
of insoluble silver chloride forms.
Use ‘+ → +++++’ scale to indicate the degree of precipitation.
Results:
Abiotic Factor
Area A
Area B
Area C
in the ground
temperature (°C)
5 cm above
1 metre above
moisture Content
pH
light intensity
humidity
soil type
chloride ion content
25/7/07 10:33:41 PM
25/7/07 10:33:42 PM
Jupiter
11.209
142,800
318
5.2
11.86
13.06
0.41
3.08
17
2.64
59.54
1.33
H2+He
60
yes
Mercury
0.382
4,878
0.055
0.39
0.24
47.89
58.65
0
179
0.38
4.25
5.43
none
0
no
no
1
N2+O2
5.52
11.18
1
15
23.45
1
29.79
1
1
1
12,756
1
Earth
no
2
CO2
3.93
5.02
0.38
167
23.98
1.03
24.13
1.88
1.52
0.107
6,787
0.532
Mars
yes
31
H2+He
0.71
35.49
0.93
2139
26.73
0.44
9.64
29.46
9.54
95
120,000
9.44
Saturn
yes
13
H2+He
1.67
23.71
1.12
2200
28.8
0.72
5.43
164.8
30.06
17
49,528
3.883
Neptune
yes
27
H2+He
1.24
21.29
0.89
2197
97.92
20.72*
6.81
84.01
19.18
15
51,118
4.007
Uranus
Sp read sh eet
no
3
CH4
2.03
1.27
0.06
2215
122
26.38*
4.74
247.7
39.44
0.002
2,300
0.18
Pluto
no
0
CO2
5.25
10.36
0.9
456
177.4
2243*
35.03
0.62
0.72
0.815
12,104
0.949
Venus
WORKSHEET 3: G RA DE 6 ACT I VI TY 20
rings?
number of moons
atmospheric composition
mean density (water = 1)
escape velocity (km/sec)
gravity at equator (Earth = 1)
mean temperature at surface (ºC)
inclination of axis (degrees)
rotation period (in Earth days)
mean orbital velocity (km/sec)
orbital period (Earth years)
mean distance from Sun (AU)
mass (Earth = 1)
diameter (km)
diameter (Earth = 1)
25/7/07 10:33:42 PM
G ra d e 7
25/7/07 10:33:42 PM
G ra d e 7
25/7/07 10:33:42 PM
MATTER
THE PHYSICAL WORLD
THE LIVING WORLD
EARTH AND SPACE
ACTIVITY 1
ACTIVITY 6
ACTIVITY 11
ACTIVITY 16
PHYSICAL AND
CHEMICAL CHANGES
GRAPHING MOTION
ORGANELLES IN PLANT
AND ANIMAL CELLS
MAKE A BAROMETER
• Safety equipment,
chemicals , glassware
and candles
ACTIVITY 2
• Stop watches, tape
measure, markers
ACTIVITY 7
• Foam balls, pipe
cleaners, plasticine,
craft supplies
FRICTION OF DIFFERENT
SURFACES
ACTIVITY 12
• Drinking straws, cans
or glass jars, balloons
strong rubber bands,
sticky tape, graph
paper, cardboard,
toothpicks, pens
MICROFLORA ON
OUR SKIN
ACTIVITY 17
• Signs and post-it notes
• Spring balances, blocks of
wood with hooks or toy
cars
ACTIVITY 3
ACTIVITY 8
• Agar plates, incubator,
autoclave bags, pressure
cooker or autoclave
PRESSURE CHANGES
WHEN HEATING AND
COOLING AIR
MASS, WEIGHT AND
GRAVITY
ACTIVITY 13
• Spring balances, mass
carriers and masses
HUMAN IMPACTS ON
OUR OCEAN
ACTIVITY 18
ACTIVITY 9
• Computers with
Internet access
SERIES AND PARALLEL
CIRCUITS
ACTIVITY 14
• Marshmallows, airtight
glass bell jar, vacuum
pump, flexible wire
EFFECTS OF HEATING
AND COOLING
• Envelopes containing
prepared sentences
ACTIVITY 4
MODELS OF ELEMENTS,
MIXTURES AND
COMPOUNDS
OSMOSIS IN CELLS
• Beakers containing
molecular models
• Power packs, switches,
ammeters, voltmeters,
light globes on stands and
electrical leads
ACTIVITY 5
ACTIVITY 10
ACTIVITY 15
CHEMICAL PROPERTIES
OF METALS AND NONMETALS
SIMPLE CIRCUITS
ARTIFICIAL BODY PARTS
• Batteries, switches, globes,
electrical leads and
connectors
• Computers with
Internet access, library
• Dialysis tubing, sugar
solutions, glassware and
electronic balance
CLOZE PASSAGE ON THE
SOLAR SYSTEM
• A copy of the cloze
passage on overhead
transparency or
worksheets of it
DEMONSTRATION: AIR
PRESSURE
ACTIVITY 19
WHAT IS A PLANET?
• Glassware, chemicals,
safety equipment
ASSESSMENT
ACTIVITY
PHYSICAL PROPERTIES
OF METALS
• Range of metal
samples and general
equipment
ASSESSMENT
ACTIVITY
SIMPLE CIRCUITS APPLIED
TO A QUIZ
• Quiz boards, batteries,
light globes, switches,
electrical leads
ACTIVITY 20
ASSESSMENT
ACTIVITY
ARTIFICIAL BODY PARTS
• Research process and
report
ROCKS – PROPERTIES
AND USES
• Copies of the
worksheet
ASSESSMENT
ACTIVITY
ROCK OBITUARIES
93
25/7/07 10:33:42 PM
STRAND
MATTER
Students investigate chemical and physical changes and recognise the features of a
chemical reaction. They investigate the effects of heating and cooling on pressure in a
gas, as well as expansion and contraction in metals. They relate their understanding of
these concepts to the three states of matter, to the particle theory and to the
reorganisation of atoms.
ACTIVITY 1
Physical and chemical changes
INDICATOR
• recognise common elements from their symbols and describe the organisation of the
elements in the Periodic Table.
CONTENT
Students learn to:
• recognise the distinguishing features of a chemical reaction and relate this to the
reorganisation of atoms.
ZZ
STUDENTS work in pairs to complete sets of activities. Each activity involves one physical
change and one chemical change. After each activity, students discuss which was the
physical change and which was the chemical change. Students then construct a table of
examples of physical and chemical changes.
ACTIVITIES
• Heat copper carbonate and observe changes; heat crushed ice until it melts and
observe changes.
• Student, wearing goggles, adds a solution of Epsom salts (magnesium sulfate) to a
weak solution of sodium hydroxide and observes (precipitate – chemical change);
adds sugar to water and stirs and observes (physical change).
• Student, wearing goggles adds vinegar to sodium bicarbonate and observes; adds
cooking oil to water, shakes gently and observes.
• Student ignites a cotton wool ball that contains a small quantity of methylated spirits
and observes; adds methylated spirits to water and observes.
• Student lights a candle and observes; heats a piece of paraffin wax gently in a crucible
(so that it just melts) and observes.
TN
94
Students go to http://www.saskschools.ca/curr_content/science9/
chemistry/lesson8.html and work through some of the activities nominated by the
teacher and observe the teacher demonstration.
NOTE: Students must not handle or go near concentrated sulfuric acid. This activity
emphasises both physical and chemical changes. The main emphasis should be on the
nature of and examples of chemical changes. Students write a list of ‘the clues that a
chemical change has occurred’.
EXTENSION:
25/7/07 10:33:43 PM
ACTIVITY 2
Effects of heating and cooling
INDICATOR
• describe the effects of heating and cooling on solids, liquids and gases.
CONTENT
Students learn to:
• investigate the effects of heating and cooling on the three states of matter.
T EACH I NG ST E PS
Z ZZZZ
ZZZ
Z ZZZZ
STUDENTS start a KWL (Know–Want to know–Learnt) about solids, liquids and gases. They
complete the columns under the heading ‘Know’ (i.e. what they already know about solids,
liquids and gases) and ‘Want to Know’ (what they would like to learn about the topic).
TELL students that they will complete the column ‘Learnt’ for homework, by writing
down what they learnt about solids, liquids and gases during the activity.
FORM students into groups of three. One student in each group is to investigate solids,
the second student investigates liquids and the third investigates gases. They are to carry
out their investigation into the effects of heating and cooling and they have to report
back to their group of three.
the class into three expert groups: solids, liquids and gases. Within the
three larger expert groups, arrange students into smaller groups of about two or three.
PLACE six signs around the classroom:
Effect of heating solids
Effect of cooling solids
Effect of heating liquids
Effect of cooling liquids
Effect of heating gases
Effect of cooling gases
GIVE each group of students ‘post-it notes’ and asked them to write on a note one effect
of either heating or cooling for their state of matter and stick it under the appropriate
heading around the room.
REMOVE post-it notes that are examples of chemical changes.
ASK students to go back to their post-it notes and to re-arrange them by grouping the
same ideas together, and then placing them under subgroups of ‘Changes in state’,
‘Expansion or contraction’ and ‘Any other changes’.
ASK students to copy a table for their own state and then return to their groups and
share the information for all three states.
RE-ARRANGE
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ACTIVITY 3
Pressure changes when heating and cooling air
INDICATOR
• describe the effects of heating and cooling on solids, liquids and gases.
CONTENT
Students learn to:
• describe the relationship between an increase or decrease in heat, particle collision and
changes in pressure.
TN
96
activity is based on ideas found at :
http://www.curriculumsupport.education.nsw.gov.au/policies/literacy/assets/
pdf/lit_y7sci.pdf
THE use of models to demonstrate abstract ideas is highly recommended. Black line
masters are available on pages 94 and 105 of the above reference, including BLM 3.2 on
Instructions for constructing a model, which could be used with this activity.
PAGES 106–107, ‘Three states of matter and behaviour of particles’, BLM 3.3b and 3.3c
are useful for teaching the Curriculum Content: ‘Apply/use the particle theory of matter
to explain the properties of solids, liquids and gases’.
RESOURCES needed for this activity:
2 pneumatic troughs, ice water, very hot water, conical flask with balloon over opening
15 envelopes containing sentences cut into single statements with a letter on the end,
Worksheet 1 (at the end of Grade 7 activities), 15 glue sticks.
THIS
Z Z ZZZ
a conical flask with the mouth of a deflated balloon placed over the neck, into
a container (e.g. pneumatic trough or large beaker) that contains ice water. Hold the
conical flask so that almost all of it is submerged in the ice-cold water. The students
observe that the balloon appears to shrink and is even drawn into the conical flask. The
conical flask is then plunged into a similar container with hot water and the students
observe that the balloon expands until it is standing upright and slightly inflated above
the conical flask.
What has happened to the air particles when the flask was placed in very cold water?
What has happened to the air particles when the flask was placed into hot water?
How has the pressure changed from when the flask was in the cold container to when it
was in the hot container?
MOST students should be able to say that the pressure was less in the cold situation.
ZZ
two sentence stems on the board and ask students to copy and complete one of
the sentences in their note book. Each member of a pair must copy different sentences.
When a sealed container of air is heated the pressure ______________.
When a sealed container of air is cooled the pressure ______________.
IN pairs, students then construct a paragraph that is a written explanation of why
the balloon behaved the way it did. It is to start with one of the sentences they have
just written.
PLACE
WRITE
25/7/07 10:33:43 PM
each pair of students an envelope that contains a set of sentences that have been
cut out.
TELL students to sort the sentences into two groups depending on whether they are
explaining the impact of heating or cooling on pressure.
TELL them to organise their set of sentences into paragraphs that provide an
explanation.
GIVE
Z ZZZZ
ZZ
Z
DISCUSS the explanations and then write the correct order on the board, using only letters
to identify each sentence.
glue sentences into their books in the correct order. Their partner then
dictates the other paragraph so that all students have both paragraphs correctly
recorded in their books.
STUDENTS
TO follow up, students are to construct a list of other examples of the pressure increasing
when a substance is heated or decreasing when heat is removed.
ACTIVITY 4
Models of elements, mixtures and compounds
INDICATOR
• recognise common elements from their symbols and describe the organisation of the
CONTENT
Students learn to:
• distinguish between elements, mixtures and compounds.
T EACH I NG ST E PS
TN
ZZ
STUDENTS
learnt to distinguish between pure substances and mixtures in Grade 6.
each pair beakers containing molecular models that represent different types of
particles. Each beaker should contain at least ten particles.
IN some beakers, the models will represent diatomic molecules, e.g. oxygen, nitrogen,
chlorine, hydrogen.
IN other beakers, the particles will represent compounds, e.g. water, carbon dioxide,
methane.
IN other beakers, students will have single atoms, e.g. neon, argon.
IN other beakers, students will have a mixture of different types of particles.
ASK students to observe the types of particles in their beaker and decide whether they
have a mixture or a pure substance.
CHECK their conclusions about their substance in order to find out whether students
have an accurate understanding of mixtures and pure substances.
GIVE
97
25/7/07 10:33:44 PM
TN
ZZZ
Z Z ZZZ
ZZZ
students that in Grade 6 they learnt about ways to separate the mixtures, using
the differences between the properties of the substances making up the mixture.
REMIND
the beakers containing the mixtures. Students without a beaker join other
groups, with a maximum of three per group.
EMPHASISE that they all now have a beaker containing models of particles that make up
pure substances.
ASK the group to decide on the best way to describe the particle that makes up their
pure substance.
REMOVE
student per group shows the particle to the class and describes it. Another student
from that group then distributes one of the particles to each of the other groups. In the
end, all groups should have a beaker with ten different types of particles in it.
REMIND students about elements and the Periodic Table.
ONE
each group with an extra beaker and ask the students to classify their particles
into two groups. One group represents elements, the other group represents nonelements.
EXPLAIN that there is a scientific term for the non-elements; they are compounds.
EXPLAIN the difference between a compound and a mixture, and a compound, an
element and a molecule.
STUDENTS construct a table in their books as follows:
PROVIDE
Diagram representing particles
in elements
Diagram representing particles
in compounds
CHECK that each group has correctly classified their particles as either elements or
compounds.
COMPLETE the table to draw diagrams of a range of particles in compounds and
elements.
98
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ACTIVITY 5
Chemical properties of metals and non-metals
INDICATOR
• recognise common elements from their symbols and describe the organisation of
CONTENT
Students learn to:
• recognise the distinguishing features of a chemical reaction and relate this to the
reorganisation of atoms
• investigate the physical and chemical properties of metals and non-metals.
T EACH I NG ST E PS
TN
complete 5 practical activities relating to chemical changes.
THIS task is designed to develop the following skills:
• follow written instructions
• complete a procedure efficiently
• make accurate observations
• use a table to record results
• draw appropriate conclusions from their observations.
STUDENTS
up three sets (Set A, Set B, Set C) of five stations around the room.
A DIVIDE students into three groups (Group A, Group B, Group C), one group for each set
of five stations.
ACTIVITIES could include burning magnesium, burning steel wool, burning coal,
hydrogen ‘pop’ test, oxygen glowing splint test, observation of corrosion of steel wool,
the action of acids.
RING a bell every three minutes to tell the students to move to the next part of the
activity. Students rotate around each station. Each station has its own set of written
instructions. Students have three minutes to complete the activity, then three minutes at
a desk recording and preparing for the next activity. At the end of the activity students
discuss results and conclusions about the chemical properties of metals and non-metals.
ZZZ
SET
99
25/7/07 10:33:44 PM
ASSESSMENT ACTIVITY
Physical properties of metals
BASED ON ACTIVITY 5
INDICATOR
• recognise common elements from their symbols and describe the organisation of elements in the
Periodic Table.
CONTENT
Students learn to:
• recognise the distinguishing features of a chemical reaction and relate this to the reorganisation
of atoms
• investigate the physical and chemical properties of metals and non-metals.
ACTIVITY
■
■
Students complete 5 practical activities relating to physical changes and complete the worksheet
(Worksheet 2 at the end of Grade 7 activities).
• Station 1: Cylinders of five metals: copper, iron, tin, aluminium and lead. Triple beam balance.
• Station 2: Transformer set up with an open circuit containing a lamp and two leads ending in alligator
clips, that, when brought together, complete the circuit and make the lamp glow. Five different metal
electrodes.
• Station 3: Selection of metal rods, wax, Bunsen burner on safety flame, retort stand, boss head and
clamp, heat mat, metal tongs, stop watch.
• Station 4: Selection of metals, including aluminium, copper and lead sheets, iron wire, copper wire,
magnesium ribbon, zinc, hammer.
• Station 5: Ball and ring gravesends, Bunsen burner on safety flame.
Three copies of written instructions.
ASSESSMENT CRITERIA
■
■
■
■
■
100
Followed written instructions.
Completed a procedure efficiently.
Made accurate observations.
Used a table to record results.
Drew appropriate conclusions from their observations.
25/7/07 10:33:45 PM
STRAND
THE PHYSICAL WORLD
Students describe applications of Newton’s First Law of Motion, examine the effects of
frictional forces and describe the relationship between mass, weight and gravity under
different circumstances. They discuss the advantages of circuits arranged in series and
parallel circuits, and relate the results of investigations in terms of Ohm’s Law.
ACTIVITY 6
Graphing motion
INDICATOR
• describe applications of Newton’s First Law of Motion.
CONTENT
Students learn to:
• investigate the relationship between speed, distance and time.
T EACH I NG ST E PS
Z ZZZZ
ZZZ
students what the word ‘speed’ means, and how we measure it.
LEAD a class discussion on the term, guiding students to mention ‘distance’ and ‘time’.
EXPLAIN a practical investigation to measure the speed of students (walking, fast walk,
running) over a straight line course.
DEVELOPING with students an appropriate method that identifies what is to be measured
(time taken), what will remain the same (distance covered, say 30 metres) and what will
change (how the student moves across the course).
ASK
measure out a straight line course of agreed distance, subdivided into smaller
sections (say 3–5 metres).
ONE member of the group slowly walks the course at a constant, steady pace, while
others observe and record the time, using a stopwatch, taken to cover each section.
THIS is repeated several times, walking slightly faster each time.
SOME students may choose to walk backwards, hop or skip.
FINALLY, one member covers the course starting slowly but gradually getting faster.
STUDENTS
each student to write up the procedure used for this investigation, including a
ICT sentence that summarises the measurements made, linking time, distance and speed.
EACH student then records the cumulative times in a table set up on a spreadsheet
computer program.
ASK students to generate a series of graphs of distance against time for the data
collected. (All but the last should approximate straight lines, with gradually increasing
gradient. The final graph should approximate a parabola.)
Z
ASK
101
25/7/07 10:33:45 PM
use the data and graphs to answer the following questions:
1. Which quantity changes as people move faster in this experiment?
2. What happens to the slope of a graph as people move faster?
3. Predict a simple mathematical statement that links speed, distance and time.
4. Provide an explanation for the shape of the final graph.
STUDENTS
Z Z ZZZ
a class discussion of the results, indicating that the slope of the line represents the
speed, and demonstrating the mathematical equation for speed.
DEMONSTRATE that for the parabolic graph the tangent to the curve at different points
has a changing gradient, and represents acceleration.
LEAD
TN FOLLOW up activity: students can measure speeds of athletes in running races,
ICT or cars passing a measured distance on a road near the school.
ACTIVITY 7
Friction of different surfaces
INDICATOR
• describe applications of Newton’s First Law of Motion.
CONTENT
Students learn to:
• describe the role of frictional forces in different contexts, including sport, and identify
ways to minimise these forces.
ZZ
STUDENTS:
• connect a spring balance to the front of a toy car or smooth block of wood, then use
it to start it moving over different surfaces, for example, smooth dry benchtop, wet
benchtop, rough concrete or tarred road surface, and sand in a tray
• measure the force required to get the car just moving, then moving at a steady speed
over a distance of a metre
• write a short paragraph describing the results.
Z Z ZZZ
102
a discussion about these results, explaining the concept of friction.
LIST ideas presented by students of everyday activities relying on friction, as well as
situations in which friction must be reduced.
LEAD
25/7/07 10:33:46 PM
ZZ
ICT
one of the situations below to each pair of students.
students with a collection of texts and/or Internet resources.
STUDENTS research a situation from the generated list, identifying where friction is
involved and describing ways this friction is used or overcome in the activity.
Students present the collected information as a labelled diagram, showing where the
frictional force is acting.
ALLOCATE
PROVIDE
ZZ
ASK
Z ZZZZ
USE
1.
2.
3.
4.
5.
6.
pairs to share this information with the rest of the class.
the collected data to discuss the following situations:
Why do weightlifters put chalk on their hands when attempting a heavy lift?
What other sports use chalk to assist the participant?
Why do snowboarders wax their boards? What other sports do this?
Is the tread on car tyres more important in wet or dry driving conditions? When and
why do racing car drivers use ‘slicks’?
Why do drivers use chains on car tyres when driving through snow?
What do parachutes and hang gliders have in common?
What type of road surface would you make leading up to a Stop sign or traffic lights?
ACTIVITY 8
Mass, weight and gravity
INDICATOR
• discuss applications of Newton’s First Law of Motion.
CONTENT
Students learn to:
• explain the relationship between mass and weight under different circumstances.
T EACH I NG ST E PS
Z ZZZZ
ZZ
a series of video clips from documentaries or movies involving space travel, for
example, Apollo 13 or The Dish. The movie should demonstrate the effect of increased ‘g’
forces during lift-off, weightlessness, and astronaut movement on the Moon’s surface.
THROUGH discussion, identify things that are changing (forces acting, ‘gravity’) and
things that are staying the same (mass of astronaut or space capsule).
ESTABLISH prior understanding of the terms ‘mass’ and ‘weight’.
DEVELOP, with student input, an investigation that will demonstrate changes in ‘weight’
of a given mass under various conditions.
SHOW
STUDENTS in pairs:
• suspend 200 g mass on a spring balance
• record the weight value (in Newtons) indicated on the scale
• lift the balance and mass quickly upwards, recording the value measured on the scale
as soon as the equipment starts moving
103
25/7/07 10:33:46 PM
•
•
•
•
ZZZ
Z Z ZZZ
repeat several times, trying to change the speed with which the equipment is raised
repeat, by pushing the equipment downwards
record all measurements in a table
in a separate column, divide ‘weight’ by 0.2.
share the observed results by comparing measurements with other pairs.
They then write a short paragraph describing the effect of ‘force’ on the weight of a
fixed mass.
STUDENTS
discussion based on students’ conclusions. The discussion should connect mass,
weight and gravity.
REFER to the calculation column of their results, showing that on Earth, the value of ‘g’
in a stationary system equals around 10 N kg –1.
EXPLAIN the impact of a force (or absence of) on a given mass, referring back to their
measurements, the video clips, use of ‘g’-suits by pilots and astronauts.
SUPPLY a table giving the values of ‘g’ on different planets of our solar system, and
demonstrate the use of the equation: weight 5 mass 3 ‘g’.
LEAD
Z STUDENTS practise applying the equation to predict the weight of various objects,
ICT including themselves, on other planets (including the Moon). They can access the
following site and use it to determine their weight on other planets.
http://www.exploratorium.edu/ronh/weight/index.html
TN
activities:
STUDENTS can:
• conduct this investigation in a lift (beginning ascent, beginning descent), or on
various amusement park rides, such as a roller coaster
• research how ‘g’-suits work
• research the impact of zero gravity on human body systems.
FURTHER
ACTIVITY 9
Series and parallel circuits
INDICATOR
• construct, draw and interpret simple electrical circuits.
CONTENT
Students learn to:
• undertake investigations to demonstrate the advantages and disadvantages of circuits in
parallel and series.
104
25/7/07 10:33:46 PM
T EACH I NG ST E PS
TN
Z ZZZZ
STUDENTS
have already covered Ohms’ law.
construction of simple DC electric circuits.
students to design an investigation to compare quantitatively the effect of linking
light globes in series and in parallel in a circuit.
REVIEW
GUIDE
ZZ
STUDENTS:
• construct a circuit including a power source, switch, ammeter, light globe (all light
globes must be the same) and voltmeter
• measure the current and voltage across the light globe, and qualitatively describe the
brightness of the light
• insert a second globe in series with the first globe, and measure the current and
voltage again across each globe (separately)
• describe the brightness of the lights
• repeat, using up to four globes
• remove one globe from its housing, leaving the housing connected in the circuit, and
depress the switch
• record observations
• repeat the procedure from the single globe circuit, but this time adding subsequent
globes in parallel with the first globe
• measure the current and voltage across each globe, and describe their brightness
• remove one or more globes from their housings and depress the switch
• record observations.
STUDENTS then use the measurements and observations to answer the following
questions:
1. In the series circuit, what electrical quantity is decreasing as each extra light globe is
added to the circuit?
2. What quantity is increasing as extra light globes are added?
3. In the parallel circuit, as extra light globes are added, which quantity is increasing?
Which quantity is decreasing?
4. Explain the difference you observed when removing light globes from a series circuit
when compared with the effect in the parallel circuit.
Z ZZZZ
TN
a discussion about the measured and observed results, explaining the effects in
terms of Ohm’s law. Demonstrate this numerically using student results.
LEAD
FURTHER activities:
1. Explain the advantages of household light circuits connected in parallel.
2. Describe the function of a fuse or circuit breaker.
105
25/7/07 10:33:47 PM
ACTIVITY 10
Simple circuits
INDICATOR
• construct, draw and interpret simple electrical circuits.
CONTENT
Students learn to:
• construct and draw simple circuits incorporating globes, switches, batteries, ammeters
and voltmeters.
TN IN this activity students will identify the components of a simple torch, make a model of a
A torch and relate this to the organisation of lighting circuits in a house.
Z Z ZZZ
the concepts of conductors and insulators from Grade 6.
examples of each.
MODEL torch activity
REVISE
LIST
ZZZ
Z Z ZZZ
ZZZ
STUDENTS examine the internal parts of a simple battery operated torch and sketch
a labelled diagram of what they see. Through teacher questioning they identify that
the components of the torch may be joined by a single line, and that this is called a
series circuit.
students the symbols used in circuit diagrams to represent a switch, battery, globe
and conductor.
SHOW
STUDENTS:
• assemble a battery, switch and globe into a similar arrangement to the torch, and, by
joining these components with insulated conductors, demonstrate that the globe
will glow
• with guidance, draw their new circuit using circuit symbols
• predict, then test, the following variations:
1. What happens in their circuit if the number of globes is increased to two? Three?
2. Using one globe, what happens if the number of batteries is increased to two?
Three?
3. What happens in the circuit of two globes if one globe is disconnected?
Z
Z Z ZZZ
106
STUDENTS
record observations in workbooks.
consider the implications of series circuits in a house. They discuss why all
house lights do not come on when a switch is turned on.
INTRODUCE the concept of parallel circuits as an alternate way of connecting
components.
STUDENTS
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ZZZ
WITH guidance, students:
• assemble a simple circuit of a switch and battery in series with two globes in parallel
• predict, then test, the variations described previously, but this time with the
additional globes or batteries joined in parallel
• draw their parallel circuits using symbols, and
• record their observations.
BASED on their observations, they write a paragraph to explain why household light are
connected as parallel circuits.
ASSESSMENT ACTIVITY
Simple circuits applied to a quiz
INDICATOR
• construct, draw and interpret simple circuits
CONTENT
Students learn to:
• construct and draw simple circuits incorporating globes, switches, batteries, ammeters and voltmeters.
ACTIVITY
■
■
■
■
■
Students are provided with a game involving a simple series electrical circuit in which five pairs of
statements (or five questions and answers) must be matched. The statements are written in random
order in two columns on a piece of sturdy cardboard. On the back of the cardboard, five pieces of
insulated wire connect each of the correct pairs of statements and are connected to the top of the
cardboard by two metal paperclips.
Connect in series a battery, light globe and switch, joined by insulated conductors. The open ends of two
conductors will be connected to alligator clips that can be touched onto the paperclips.
When the matched statements are correct, the lamp will glow.
Submit a circuit diagram of their game, using the correct circuit symbols, and demonstrate the game
working effectively.
You could ask some students to prepare this activity.
ASSESSMENT CRITERIA
■
■
Demonstrated that the matching of five correct pairs causes the globe to glow. The incorrect
combination of pairs does not allow the globe to glow.
Drew simple circuits using symbols to represent globe, battery, switch and conductor for each correct
connection (that makes the light go on).
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STRAND
THE LIVING WORLD
Students identify differences between plant and animal cells, examine the processes by
which cells obtain nutrients and remove wastes, and progress to researching and
presenting information on artificial body parts. They construct a model of a cell,
conduct a controlled experiment to determine whether washing hands affects
microflora, and conduct an investigation to model the cell membrane and the processes
of osmosis and diffusion.
ACTIVITY 11
Organelles in plant and animal cells
INDICATOR
• relate organelles in plant cells and animal cells to their function.
CONTENT
Students learn to:
• describe the role of organelles, including chloroplasts, cell membrane, mitochondria and
nucleus, in plant and animal cells.
TN
Z Z ZZZ
108
STUDENTS will identify the differences between plant and animal cells. Then, using a
cooperative learning strategy, they will construct a model of a plant and animal cell to
highlight the differences between the two cells.
the concept of organelles by first questioning the class to determine
prior learning:
What is a cell? Can we see cells? Why / why not?
Where do you find cells?
Are all cells the same? How are they different?
Why do they need to be different? How are their roles different?
What does a cell need to be able to function?
Where does a cell get this energy from? What controls how the cell behaves?
EXPLAIN that cells have specific structures within them that carry out specific functions
and that these structures are called organelles.
GIVE the class a diagram of a ‘typical’ plant and a ‘typical’ animal cell and a written text
about each.
ASK students to read the text and, from the descriptions, label the organelles in
the diagrams.
CONSTRUCT a table and outline the function for each of the organelles labelled.
Which structures do these two cells have in common?
Which structures are only in one cell? Which cell? Why?
INTRODUCE
25/7/07 10:33:48 PM
ZZZ
Z ZZZZ
to students that they are going to build their own 3D model of a plant and
animal cell.
GIVES students equipment such as different size foam balls, pipe cleaners, plasticine,
wire, coloured pens and scrap paper.
ASSIGN roles to individual students within the groups:
• designer: designs the construction of the cells
• resourcer: collects the materials needed to make the cells
• questioner: poses questions and fine tunes the construction of the cells
• constructor: makes the cell under the instruction of the group, and
• reporter: reports back to the class.
INSTRUCT students to use the equipment in their groups to construct a model of a plant
and animal cell including organelles that are essential to their function.
EXPLAIN
reporters from each group to report back to the class on how they constructed their
models and why they had certain design features. They need to outline the organelles
included in their models that they considered essential to the function of the cell
and why.
ASK students to reflect on their own roles in the group.
Did the roles work?
Did it make it easier or harder for them to function?
How could these roles be modified in the future to work better?
TELL the students:
‘LIKE the cell, you were a group that had a certain task to complete. Because you each
took on specific functions, the task was completed with greater ease than if nobody had
a specific job. Just like the organelles in a cell.’
ASK
ACTIVITY 12
Microflora on our skin
INDICATOR
CONTENT
Students learn to:
• identify the role of microflora on and in our body and the environment, and describe
their beneficial or harmful effects.
T EACH I NG ST E PS
TN
this activity, students focus on the scientific investigation process to solve a problem.
They focus particularly on controlling the variables, using control and safety aspects
when conducting this experiment to investigate the presence of microflora on our skin.
There is also an emphasis on report writing.
IN
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Z Z ZZZ
ZZZ
What are micro-organisms?
Can we name some types of micro-organisms?
Where do we find micro-organisms?
Are micro-organisms useful?
Are some micro-organisms harmful?
EXPLAIN that:
• microflora are naturally occurring bacteria and fungi found in the human intestines
and skin. For example, microflora live on the skin, increasing the acidity and making it
harder for disease causing micro-organisms to survive.
• agar is a nutrient medium that allows bacteria and fungi to grow in colonies. You are
to find out if there are any microflora on your hands and if so, does washing your
hands remove all bacteria and fungi.
EXPLAIN to students what they will be doing:
You will touch agar plates for 5 seconds, seal them and then incubate them at 33°C
for 48 hrs.
You will wash your hands with water and repeat the experiment with new sterile
agar plates.
Then you will wash with soap and water and repeat the experiment with new sterile
agar plates.
ASK the questions:
What do you think we will find out?
What do we need to conduct a controlled experiment?
What will be the control in this experiment?
What will we do with it?
ASK
group conducts the experiment.
plate is left unexposed, sealed and incubated. This is the control.
Why do we need a control?
What safety precautions need to be considered?
EACH
ONE
TN
ZZZ
is possible that harmful bacteria can be cultured, so the plates, once sealed, should not
be reopened and after examination should be destroyed by placing inside an autoclave
bag and then sterilised by autoclaving at 121°C, 103 kPa (15 psi) for 15 minutes. The bag
can safely be thrown away after about 20 minutes when it has cooled down.
IT
students to write down an hypothesis for the experiment.
students the procedure as a series of diagrams and ask them to convert the
information into a procedural text.
GIVE each group 4 sterile agar dishes to complete the activity. As the dishes are sealed,
labelled and incubated upside down, students wash and dry their hands before returning
to their desks.
What variables were kept the same?
What variables were changed?
How could the experiment be improved? What could be a further line of enquiry to
follow on from this experiment?
ASK
GIVE
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TN
safe disposal of waste petri dishes.
activity:
AGAR plates from this experiment are examined for bacterial and fungal colonies.
Compare the unexposed control with the unwashed and washed hands plates.
ENSURE
FOLLOW-UP
ACTIVITY 13
Human i mpacts on our ocean
INDICATOR
CONTENT
Students learn to:
• discuss the human impact on natural ecosystems, and the possible long-term
consequences of this impact
• propose ways to reduce human impact on natural ecosystems.
T EACH I NG ST E PS
ZZZZZ
TELL students that they will use an expert jigsaw strategy to research information from the
Internet on human impact on natural ecosystems.
Edward de Bono’s six thinking hats, students will report back to the class on the
impact that humans are having on a natural ecosystem, long term consequences and
ways to reduce this impact.
RECORD information as a mind map on the blackboard.
What is an ecosystem?
Name some natural ecosystems.
Which ecosystems are found in or around the United Arab Emirates?
Identify some animals and plants in these ecosystems.
Describe the relationship between the animals and plants identified in these ecosystems.
How do humans affect some of these natural ecosystems?
Are all the impacts negative?
How can humans enhance an ecosystem?
Will these impacts affect the ecosystems for a long time?
How do you know?
USING
ZZZ
ICT
students into 5 home groups.
students that one of our natural ecosystems in Abu Dhabi is the ocean.
ASK students to use the Internet to find information on our ocean environment.
TELL them to use key words such as ‘ecosystem’ and ‘ocean’ in an appropriate
search engine. Advanced searches can use terms such as ‘fishing’, ‘oil exploration’,
‘boating’, etc.
TELL them to record information in the white section of the table (Worksheet 3 at the
end of Grade 7 activities).
EACH student in a group is allocated a colour – red, yellow, black, green or blue.
DIVIDE
REMIND
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into the same coloured groups and consider the question related to their
coloured hat. You are the expert groups. Discuss your question and record the
information in their table.
RETURN to your home group and discuss the main issue using your coloured hat:
HOW are humans impacting on our marine environments?
WHAT are the long term consequences of these impacts and how can these impacts
be reduced?
REORGANISE
ACTIVITY 14
Osmosis in cells
INDICATOR
• describe the processes and roles of osmosis and diffusion in cells.
CONTENT
Students learn to:
• conduct investigations that demonstrate osmosis and diffusion across a
semipermeable membrane
• relate the processes of diffusion and osmosis to how cells obtain nutrients and
remove wastes.
TN
STUDENTS have already outlined the main organelles of the cell and their functions as well
as having investigated the process of diffusion. In this activity, students conduct a first
hand investigation to model the process of osmosis and distinguish it from diffusion.
Z Z ZZZ
112
What is diffusion?
What substances need to move in and out of a cell? Why?
Why do cells need water?
WHEN water moves across a semipermeable membrane from an area of high
concentration of water (dilute solution) to an area of low concentration of water
(concentrated solution), this is called osmosis. Osmosis is a specific form of diffusion.
TELL students that you are setting up a model to demonstrate the process of osmosis.
DEMONSTRATE the procedure as follows:
STUDENTS tie off the end of each length of dialysis tubing.
FILL the first piece of tubing with 100 mL of distilled water and tie end securely.
FILL the second tube with 100 mL 15% sucrose solution and tie end securely.
FILL the third tube with 100 mL 30% sucrose solution and tie end securely.
WIPE the surface of each tube and weigh using an electric balance.
RECORD the mass and then place each one of the tubes in a beaker filled with 150 mL of
distilled water.
DISCUSS
25/7/07 10:33:49 PM
for 30 minutes, remove from the water, wipe the surface and reweigh the tubes.
the masses in the results table.
CALCULATE the change of mass.
LEAVE
RECORD
ZZZ
Z ZZZZ
collect equipment and conduct the activity:
3 3 15 cm length of dialysis tubing
string
3 3 250 mL beakers
15% sucrose solution
30% sucrose solution
distilled water
100 mL measuring cylinder.
STUDENTS
•
•
•
•
•
•
•
What did you observe? Did the mass change?
Which tube had the largest change in mass? Why?
Which tube had the least change in mass? Why?
What was the purpose of having a tube with only distilled water in it?
What does the dialysis tubing represent?
How does this activity demonstrate osmosis?
How does osmosis differ to diffusion?
In what circumstances would osmosis be used in a living cell?
DISCUSS
students to write a conclusion to their activity in their books.
Z
ASK
TN
activity:
IN their groups, students place slices of potato in Petri dishes of distilled water and salt
water. They explain their observations in terms of osmosis.
MAKE an onion wet mount, place it under the microscope and, observing under high
power, add a drop of salty water from the side. Students explain their observations in
terms of osmosis.
FOLLOW-UP
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ACTIVITY 15
Artificial body parts
INDICATOR
CONTENT
Students learn to:
• research artificial body parts and techniques and processes used to maintain human
structure and function.
access a website to read about and determine which multiple intelligence
ICT they are predominantly. One suitable site is:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/
index.htm
Z
Z ZZ
ICT
A
TN
STUDENTS
students according to their type of intelligence.
students with an outline of the human body.
USING a round table strategy, students label any part of the body that can be replaced by
an artificial part.
EACH group places their information on a master copy at the front of the class.
GO through their information, adding any main body parts that have been missed by
all groups.
EACH student group is allocated an artificial body part and asked to research:
• What is the artificial body type?
• What material is it made of or where does it come from?
• What part does it replace?
• In which area of the body is the part used? Describe the role it plays in the body. How
does it ensure that cells function efficiently?
• Describe how it improves the quality of life of the person?
• Can everyone get this part if needed? Why or why not?
• Describe how the human body is prepared so that this artificial body part can be used.
• Discuss the longer lasting issues to be addressed by the person.
STUDENTS use the Internet, journals and texts as their sources of information and then
present their information using a multiple intelligence as decided on by the group.
GROUP
PROVIDE
activity:
can develop a database to record the information collected by each group.
ARTIFICIAL body parts could include hearing aid, cochlear implant, lenses, crowns,
dentures, pacemaker, artificial heart, pins, screws, plates, artificial hip or knee
replacement, prosthetic limbs.
FOLLOW-UP
CLASS
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ASSESSMENT ACTIVITY
Artificial body parts
INDICATOR
CONTENT
Students learn to:
• research artificial body parts and techniques and processes used to maintain human structure and
function.
ACTIVITY
■
Students are to complete a report on a research activity about replaceable body parts and choose an
appropriate way to present their information to the class.
ASSESSMENT CRITERIA
■
■
■
■
Demonstrated a comprehensive understanding of the artificial body part and its implications and
applications in the human body.
Collated relevant information from secondary sources.
Worked cooperatively with others.
Selected and used an appropriate medium to present their information.
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STRAND
EARTH AND SPACE
Students describe the relationship between atmospheric pressure and weather patterns,
they relate the properties of different rock types to their uses, as part of their
understanding of the rock cycle, and they summarise their understanding of features of
the Solar System. They construct a working barometer and make weather predictions
based on the behaviour of their barometer. They research different rock types to identify
properties and relate these properties to the uses of different rocks.
ACTIVITY 16
Make a barometer
INDICATOR
• describe the distinguishing features of planets and other bodies within and outside the
Solar System.
CONTENT
Students learn to:
• describe differences in atmospheric pressure and the relationship of atmospheric
pressure to weather.
TN
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116
activity can be used to introduce atmospheric pressure or it can form part of an
activity when students are more familiar with the concept of atmospheric pressure.
HAVE a model of a barometer on display during the activity.
THIS
are to make a working barometer.
EQUIPMENT for each student:
• 1 drinking straw
• 1 large-mouth can or glass jar
• 1 balloon (10 cm diameter)
• 2 strong rubber bands that will just fit around the can or glass jar
• sticky tape
• graph paper
• sturdy cardboard
• toothpick
• marker pen.
STUDENTS
25/7/07 10:33:51 PM
students with these instructions in writing:
1. Blow up the balloon to stretch the rubber. Let the air out.
2. Cut the balloon lengthwise and stretch the balloon rubber across the top of the jar.
3. Seal the balloon to the jar by using the large rubber bands. Don’t leave leaks between
the balloon and jar.
4. Use a drop of super glue to stick a toothpick to one end of the drinking straw.
5. Tape the other end of the straw to the centre of the balloon.
6. Fold the cardboard to make a large triangular prism.
7. Attach the graph paper to your upright cardboard.
8. Use this ruler to monitor changes in the air pressure. The toothpick is the pointer at
the end of the barometer that points to positions along the graph paper. If the
pointer moves up, the air pressure has increased. If the pointer moves down, the air
pressure has decreased.
STUDENTS are to develop a scale for their barometer by placing the barometer in
different locations inside and outside the classroom.
THEY use this barometer to measure, record and graph the barometric air pressure
changes for an entire week.
PROVIDE
Z
STUDENTS describe in writing how they developed a scale for barometric pressure. They
also record any generalisations/conclusions they reached about the weather from their
observations of the changes in atmospheric pressure in different locations and over
a week.
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ACTIVITY 17
Cloze passage on the Solar System
INDICATOR
Solar System.
CONTENT
Students learn to:
• describe the distinguishing features of planets in our Solar System.
Z
A cloze passage (Worksheet 4 at the end of Grade 7 activities) can be provided as a test of
student knowledge on the Solar System before commencing the work or as a summary
of student understanding of the Solar System once they have finished.
THE worksheet can be:
• displayed on a screen for students to complete
• provided as a handout for students to complete individually or in pairs
• the basis of an exercise where students develop their own cloze passage for use by
their peers.
STUDENTS should not have any reference materials available to them as they complete
the passage. However, students working in pairs should be allowed to discuss and justify
their choice of answer.
ACTIVITY 18
Demonstration: air pressure
INDICATOR
Solar System.
CONTENT
Students learn to:
• investigate the measurement and effects of air pressure.
TN
THIS
demonstration would make a good introduction to the concept of air pressure.
EQUIPMENT:
Coloured marshmallows
Airtight glass bell jar
Vacuum pump
6 lengths of thick but flexible wire each about 10 cm in length
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Z ZZZZ
the marshmallows on the wires to make a marshmallow man figure.
the marshmallow man inside the glass jar. (Shaving foam also works very well.)
EXPLAIN what the vacuum pump does.
TURN the vacuum pump on slowly.
TURN the vacuum pump off.
ALLOW air to enter the glass jar.
ASK the following questions during the demonstration. Later, when students are
recording what they have learnt, project the questions on a screen for them to refer to.
What is marshmallow made of? (Mainly sugar and air.)
What is inside marshmallows? (Most students will say ‘nothing’. The answer is ‘air’.)
What is inside the (empty) glass jar? (Most students will say ‘nothing’. The answer
is ‘air’.)
What do you think will happen to the marshmallows when I turn the vacuum pump on?
(POE exercise)
Why do you think that?
What has happened to the marshmallows? Why?
What part of the marshmallows was affected when the air was removed?
Why did the marshmallows become even smaller when air was allowed back into the
glass jar?
Would the same thing happen if I used a cleaning sponge? Shaving foam?
THREAD
PLACE
Z
write up the experiment using the title: ‘What I learnt about air pressure’ as
they answer the questions that the teacher projects onto the screen.
STUDENTS
ACTIVITY 19
What is a planet?
INDICATOR
Solar System.
CONTENT
•
Students learn to:
describe the distinguishing features of planets in our Solar System.
T EACH I NG ST E PS
TN
IN this activity, students research the definition and number of planets in our Solar System.
When asked how many planets are there in our Solar System, most students will say
there are 9 planets. One of the original 9 planets is no longer considered to be a planet.
Z ZZZZ
the following questions with the class.
• How many planets are there?
• Are there different kinds or groups of planets?
• What are the groups?
DISCUSS
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•
•
•
•
•
•
Are there special features that something has to have to be classified a planet?
What are these features?
Do all planets share these same features?
What is the definition of a planet?
Can the planets be grouped?
Recent studies suggest that one of the original planets is no longer considered to be
a planet. From what you know of the planets can you suggest which one is no longer
a planet?
• What are your reasons?
ASK students to use the results of their discussions as starting points for their research
ICT to find further detail on each question. They use reference texts, dictionaries and
the Internet.
THEY work together to gather information and write formal answers to each question.
They also provide a bibliography in order of decreasing accuracy and reliability of
information.
ASK them why this is a suitable way to present this bibliography.
ZZ
ACTIVITY 20
Rocks – properties and uses
INDICATOR
• describe and sequence the events and processes in the rock cycle.
CONTENT
Students learn to:
• research the uses of different rock types and relate their uses to their characteristics.
TN THIS activity could be used as an introduction to rocks and rock types and lead into a
A discussion on natural resources.
students with Internet access and an assortment of textbooks, dictionaries
ICT and encyclopaedias.
ASK students to collaborate to answer the questions on the worksheet (Worksheet 5 at
the end of Grade 7 activities).
ZZ
TN
120
PROVIDE
AN alternative strategy would be to have students design and create a travel brochure
with the heading ‘Famous Rock Stars’ where they choose famous rock formations and
provide a brief summary about the ‘rock star’.
25/7/07 10:33:52 PM
ASSESSMENT ACTIVITY
Rock obituaries
INDICATOR
• describe and sequence the events and processes in the rock cycle.
CONTENT
Students learn to:
• describe and sequence the events and processes in the rock cycle
• research the uses of different rock types and relate their uses to their characteristics.
ACTIVITY
Students are to write separate obituaries for three rocks. Their obituaries must include where and how the
rock was ‘born’, the important events of the rock’s ‘life’ and how the rock ‘died’.
Students:
■ find the meaning of the word ‘obituary’
■ choose one rock from each of the following groups of rocks and write an obituary about it:
Rock Group 1 – sedimentary
Limestone, sandstone, shale, travertine
Rock Group 2 – igneous
Basalt, granite, gabbro
Rock Group 3 – metamorphic
Marble, gneiss, schist.
■ Give students details of websites that will help them revise the rock cycle. For example:
http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/
es0602page02.cfm
■ Ask students to present one of their rock obituaries to the class.
ASSESSMENT CRITERIA
Students can assess the presentations on a range of 1–3 for:
■ Correct scientific information
■ Level of detail
■ Creativity.
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WOR K S H EET 1: G RA DE 7 ACTI VI TY 3
Sentences to b e p laced in envelo p es
D
At first the heat causes the particles in the conical flask to move faster.
L
These particles start to collide harder with each other and the air particles inside.
T
As more and more air particles collide with the container, they receive a boost of energy
and move more quickly into the container.
Y
The greater speed and energy of the particles increases the frequency and strength
of collisions.
A
An increase in the force and number of collisions of the particles against the sides of the
container causes an increase in pressure.
C
The increase in pressure causes the balloon to expand and move into an upright position.
P
At first the loss of heat causes the particles in the conical flask to move more slowly.
R
These particles start to collide less hard and less often with each other and with the air
particles inside.
G
As fewer and fewer air particles collide with the container, they receive less energy and
move more slowly into the container.
N
The reduced speed and energy of the particles decrease the frequency and strength
of collisions.
S
A decrease in the force and number of collisions of the particles against the sides of the
container causes a decrease in pressure.
V
The decrease in pressure causes the balloon to shrink and the outside air pushes it into
the flask.
25/7/07 10:33:53 PM
WORKSHEET 2: G RA DE 7
Assessmen t ac tivity
50 M A RKS
Name: ____________________________________________________________ Class:_________________________________
This is a test of your practical and communication skills. To do well you need to:
• carefully and accurately follow the written instructions
• make accurate and detailed observations
• clearly record observations
• draw conclusions based on available evidence.
Aim: To investigate the physical properties of metals.
Station 1. Metal appearance and density (15 marks)
Metal
Appearance
Mass of cylinder
Relative density of metal cylinder
Station 2. Do metals conduct electricity? (10 marks)
Metal
Did lamp glow?
Did lamp conduct electricity?
Station 3. Do metals conduct heat? (10 marks)
Metal
Time for wax to melt?
Did the metal conduct heat?
Station 4. Can metals be drawn out into wires, hammered or bent, or twisted without breaking? (6 marks)
Metal
Could it be hammered or bent?
Could it be twisted or drawn into wires?
Station 5. Do metals expand when heated? (4 marks)
Can the ball fit through the ring when the ball is cold?
Can the ball fit through the ring when the ball is hot?
Conclusion?
Conclusion (Each conclusion is worth 1 mark.)
If all metals are the same as those you have observed and tested, what generalisations can you make about:
• the appearance/ physical state and density of metals
• the ability of metals to conduct electricity and electricity
• the ability of metals to be drawn into wires or hammered into sheets or bent
• the ability of metals to expand or contract when heated or cooled?
Discussion
What do you need to do before you can be sure that these generalisations are correct? (1 mark)
25/7/07 10:33:53 PM
WOR K S HEET 3 G RA DE 7 ACTI VI TY 13
Six T h inkin g Hats
Hat
Meaning
Question
White
Information
• What is the relationship between
Comments
plants and animals found in the ocean
around Abu Dhabi?
• Identify the human activities that
impact on the ocean ecosystem.
• How is this human impact currently
affecting the ocean ecosystem?
Red
Yellow
Black
Green
Blue
Emotions,
feelings, hunches
and intuition of
the thinker
• What kind of impact do you think
Logical thinking
to find the
benefits and
good points
• What are the positive impacts that
Critical
thinking to find
weaknesses and
flaws and predict
problems that
may arise
• If humans were to alter their
Creative thinking
to put forward
new ideas or
possible
explanations
• How can human impact on the ocean
Thinking about
the whole issue
• What are the long term consequences
humans are having on the ecosystem
and should they alter their activities?
Why/ why not?
humans are having on the ocean
ecosystem?
• If humans were to alter their
activities, what alternatives do they
have?
activities, what could be some of the
possible consequences for the
ecosystem? For the people involved?
For the United Arab Emirate
population in general?
• What are some of the consequences
for not altering human activity?
ecosystem be reduced without
causing negative consequences for
the people of the United Arab
Emirates?
of human impact on the ocean
ecosystem? How would this be any
different if people altered their
current activities?
References:
http://www.debonogroup.com/6hats.htm
http://www.bssc.edu.au/public/learning_teaching/pd/toc/DeBono.shtml
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WOR K SHEET 4 G RA DE 7 ACTI VI TY 17
Cloze
Fill in the spaces in the following passage using the words provided in this list. Each word may be used more
than once.
asteroid
Venus
Jupiter
inner
gaseous
rings
Mars
Solar System
Mercury
ecliptic
telescope
Pluto
rock
moons
Earth
Red Spot
Sun
planets
centre
Our ____________________ consists of the Sun, eight ____________________ and a dwarf planet called
____________________ (and their moons), an ____________________ belt, and many comets and meteors.
The Sun is located at the ____________________ our Solar System. The planets, their moons, the asteroids,
comets, meteoroids and other rocks and gas all orbit the ____________________.
The planets that orbit the Sun are (in order from the Sun): ____________________, Venus, Earth, Mars,
____________________ (the biggest planet in our Solar System), Saturn (with large, orbiting rings), Uranus,
Neptune, and Pluto (a dwarf planet). A belt of asteroids (many minor planets made of rock and metal)
orbits between ____________________ and Jupiter.
These objects all orbit the Sun in roughly circular orbits that lie in the same plane, called the
____________________ . ____________________ is an exception to this as it has an elliptical orbit that is tilted
more than 17º from the ecliptic.
The ____________________ planets (those planets that orbit close to the Sun) are quite different from the
outer planets (those planets that orbit far from the Sun).
The inner planets are Mercury, Venus, ____________________, and Mars. They are relatively small, composed
mostly of ____________________ , and have few or no moons.
The outer planets are Jupiter, Saturn, Uranus, Neptune, and Pluto (a dwarf planet). They are mostly huge,
mostly ____________________ , ringed, and have many ____________________ (again, the exception is Pluto
which is a small, solid, dwarf planet with one moon).
The planet with the most number of moons is ____________________, while the planets that do not have
moons are ____________________ and ____________________. Some planets have distinctive features that can be
seen with a ____________________. For example, Jupiter has the ____________________ ____________________
______________________.
25/7/07 10:33:53 PM
WOR K S H EET 5 G RA DE 7 ACTI VI TY 20
Rocks as b u ilding materials
1. Famous rock structures
Each of the rock structures in the following list has formed naturally, or been carved, out of different rocks.
Research each of the structures to:
• identify the rock from which each structure was formed
• find a photograph or illustration of the structure.
Pyramids of Giza are made of which rock?
Sphinx is made of which rock?
Jebel Hafeet is made of which rock?
The figures on Easter Island are made of which rock?
Stonehenge is made of which rock?
Caves contain formations made of which rock?
2. Complete the following table about rocks used in constructing buildings and in the home.
Name of rock
Properties that make it useful
Uses of this rock
Marble
Granite
Travertine
Pumice
Sandstone
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G ra d e 8
25/7/07 10:33:53 PM
G ra d e 8
25/7/07 10:33:53 PM
MATTER
THE PHYSICAL WORLD
THE LIVING WORLD
EARTH AND SPACE
ACTIVITY 1
ACTIVITY 6
ACTIVITY 11
ACTIVITY 16
ATOMIC THEORY
TIMELINE
REFLECTION AND
REFRACTION
MODELLING MITOSIS
MODELLING FOSSIL
FORMATION
• Computers with
Internet access
• Ray box kits, protractors
ACTIVITY 7
ACTIVITY 2
USING THE REACTIONS
OF ACIDS
USES OF
ELECTROMAGNETIC
RADIATION
• Kitchen facilities,
batters and utensils
• Access to computers,
Internet and library
• Plasticine, overhead
projector, poster or
overhead transparency
of mitosis
ACTIVITY 12
OBSERVING MITOSIS IN
CELLS
• Prepared slides,
microscopes, lamps
ACTIVITY 3
ACTIVITY 8
USING NEUTRALISATION
REACTIONS
WHY IS IT COLOURED?
ACTIVITY 13
• Ray-box kits, coloured
filters
CASE STUDY OF DISEASE
antacid tablets,
indicators, weak acids
and bases
ACTIVITY 4
USES OF ACIDS AND
BASES
• Computers with
Internet access, library
reference collection
ACTIVITY 5
DETERMINING THE PH
OF HOUSEHOLD
SUBSTANCES
glassware, household
substances, indicators
ASSESSMENT
ACTIVITY
THE PH OF EVERYDAY
SUBSTANCES
• Indicators, household
substances, safety
equipment, glassware
ACTIVITY 9
HOW LASER LIGHT IS MADE
AND USED.
• Information about a
variety of diseases
• Sets or references on
specific diseases
• Old newspapers,
waxed paper,
petroleum jelly, plastic
containers for mixing
plaster, modelling clay,
• Plaster of Paris
ACTIVITY 17
DATABASE OF
VOLCANOES AND
EARTHQUAKES
ACTIVITY 18
FOSSILISATION
• Computers with
Internet access
• Text, library and Internet
access
ACTIVITY 14
ACTIVITY 10
• Computers with
Internet access
ACTIVITY 19
ACTIVITY 15
• Computers with
Internet access
USING OHM’S LAW
• Power packs,
DC ammeters and
voltmeters, electrical leads
and connectors, resistors.
ASSESSMENT
ACTIVITY
USING AND EXPLAINING A
MODEL OPTICAL DEVICE
• Models of pin-hole
cameras and periscopes
VACCINATION
PROGRAMS
MEIOSIS AND GAMETE
FORMATION
• Plasticine or poppet
beads, overhead
projector
ASSESSMENT
ACTIVITY
MEIOSIS: TEXT
RECONSTRUCTION
• Text for the dictagloss
ONLINE
PALAEONTOLOGY
ACTIVITY 20
EARTHQUAKES AND
VOLCANOES
• Copies of the blank
world map and the
map showing tectonic
plate boundaries
• Computers with
Internet access
ASSESSMENT
ACTIVITY
ONLINE ASSESSMENT
• Computers with
Internet access.
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STRAND
MATTER
Students construct word equations for neutralisation reactions, discuss domestic and
commercial uses of acids and bases and test the pH of household substances. Students
construct a timeline reflecting the historical development of the atomic theory. They
conduct research activities to locate reliable information on the uses of acids and bases.
ACTIVITY 1
Atomic theory timeline
INDICATOR
• construct models of atoms, molecules and compounds.
CONTENT
Students learn to:
• develop a timeline to show how the atomic theory changed over time.
TN
Z Z ZZZ
TN
130
is an introductory activity, in which students build on their information skills to
deconstruct a timeline and develop criteria for the presentation of their own timeline in
future activities.
THE processes receiving most emphasis include selecting and organising information for
a given audience. See http://www.curriculumsupport.education.nsw.gov.au/
schoollibraries/teachingideas/info_skills/index.html
STUDENTS will have used a model of the atom to explain the arrangement of the
elements in the Periodic Table and trends in the physical and chemical properties. They
will also have constructed simple models of atoms that represent an atom with a nucleus
containing neutrons and protons and electrons in shells.
THIS
that the model of an atom that they have constructed is very useful in
explaining many chemical properties of atoms but that it represents a very simplified
picture of our current understanding of the structure of the atom.
EXPLAIN
the process of developing a timeline of the atomic theory that would be suitable
for a student just beginning Grade 8. Some of the information that they may access may
be suitable for adults and professional scientists, so you need to be careful in how you
select and organise the information you obtain.
START
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STUDENTS brainstorm a list of criteria that would make up a good timeline to show how
ICT the atomic theory has changed. It is important to emphasise, that it is not just who
discovered what and when, but the actual significance of the findings on increase or
change of our understanding.
GO to computer room with students to access the Internet as pairs or individuals.
SEARCH for websites that contain an existing timeline of atomic theory or structure.
These may include:
http://www.watertown.k12.wi.us/HS/Staff/Buescher/atomtime.php
http://www.cartage.org.lb/en/themes/Sciences/Physics/Atomicphysics/
Atomicstructure/AtomicTimeline/AtomicTimeline.htm
http://www.intute.ac.uk/sciences/timeline_Atoms_and_atomic_theory.html
http://www.angelfire.com/mb2/atoms/)
STUDENTS analyse several of these timelines to complete the worksheet (Worksheet 1 at
the end of Grade 8 activities) .
Z ZZZZ
131
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ACTIVITY 2
Using the reactions of acids
INDICATOR
• discuss domestic and commercial uses of acids and bases.
CONTENT
Students learn to:
• construct word equations for a range of acid/base reactions
• investigate a range of common acid/base reactions, including acids on metals.
TN
THIS activity is best completed after students have researched domestic uses of bases and
used indicators to determine the pH of solutions of chemicals used in the home.
THE activity is held in the school cooking room. (Even though the cooking equipment
could be taken into a science laboratory, it is good hygiene and safety to never eat food
or drink in science laboratories.)
Z Z ZZZ
ZZ
Z Z ZZZ
Z
132
students that many of the weaker acids and bases occur in our food.
DEMONSTRATE how to cook pikelets or pancakes in an electric frying pan.
HAVE two jugs of a ‘pikelet’ mixture. The mixtures in each jug are the same except for
the raising agents. One jug has bicarb soda and vinegar and the other just has vinegar.
Note that the mixture contains plain flour.
REMIND
students half a cup of each mixture in separate jugs and cook the mixtures.
Students observe the difference between the two types of pikelets and then eat the
pikelets and discuss the difference.
EXPLAIN that the bicarb soda is really a base called sodium hydrogen carbonate. The
vinegar is really acetic acid.
WRITE up a general word equation for the action of acids on carbonates and then a
specific equation for sodium hydrogen carbonate and acetic acid.
GIVE
with explanation, the ‘rainbow in a measuring cylinder’. Use crystals of
washing soda (sodium carbonate – wear gloves and goggles); add water, indicator and
then vinegar to get the bubbling and rainbow colours. Students could also construct
a diagram of the ‘rainbow in a test tube.’ They label the drawing and show how the
chemical reaction is occurring at the interface of the base (the carbonate) and the acid.
MODEL the construction of more word equations, e.g. magnesium carbonate and
hydrochloric acid.
DEMONSTRATE,
STUDENTS
write up a report of the demonstration.
25/7/07 10:33:55 PM
ACTIVITY 3
Using neutralisation reactions
INDICATOR
•
discuss domestic and commercial uses of acids and bases.
CONTENT
Students learn to:
• construct word equations for a range of acid/base reactions
• investigate a range of common acid/base reactions, including acids on metals.
T EACH I NG ST E PS
TN
Z ZZZZ
TN
activity is best completed after students have researched domestic uses of acids
and bases and used indicators to determine the pH of solutions of chemicals used in
the home.
THIS
students whether they have ever had indigestion/heartburn or an upset stomach.
STUDENTS discuss and describe symptoms.
CLASS discusses the role of hydrochloric acid in the stomach for digestion and how
excess acid and reflux can cause discomfort.
SHOW students some ‘antacid’ tablets for heartburn, e.g. Mylanta.
READ out the ingredients. (magnesium hydroxide and aluminium hydroxide).
CONDUCT a demonstration in which a beaker containing dilute hydrochloric acid and
universal indicator and an ‘antacid’ tablet are added and students observe the effect.
THIS reaction may take some time. The change of indicator from red to yellow occurs in
the vicinity of the antacid tablet, but without stirring, takes some time. This is called a
neutralisation reaction .
CONSTRUCT a word equation for the reaction of magnesium hydroxide and hydrochloric
acid on the board.
CONSTRUCT a word equation for the reaction of aluminium hydroxide and
hydrochloric acid.
COMPLETE a dictadem on neutralisation of 0.1 M HCl and 0.1 M NaOH using universal
indicator. When neutralisation has been achieved, the water can be evaporated to
demonstrate the presence of salt.
ASK
SAFETY precautions, e.g. wearing goggles and turning off Bunsen burner before all the
water has evaporated to avoid the salt spitting onto skin and causing burns, should be
emphasised.
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ACTIVITY 4
Uses of acids and bases
INDICATOR
CONTENT
Students learn to:
• research domestic and commercial uses of acids and bases.
TN
Z Z ZZZ
activity is about the process of researching information in science. See
The Information Process at sites such as http://www.curriculumsupport.education.nsw.
gov.au/schoollibraries/teachingideas/info_skills/index.html or
http://www.neutralbay-p.schools.nsw.edu.au/library/infoproc.htm
THIS
The Information Process
MODEL step one by defining the topic. Students should already understand definitions of
acids and bases.
CHECK student understanding of the terms ‘domestic’ and ‘commercial’.
THE key part of this activity is about the process of locating (step two) the information.
KWL activity
STUDENTS are to record in their notebook what they already know about the domestic
and commercial uses of acids and bases.
THEY then make a list of what they need to find out.
TEACHER asks students what sources and equipment they need.
MANY students assume that the Internet is the best way to locate the information.
member from each pair of students can use the Internet; the other student is to use
ICT the reference section of the library.
STUDENTS spend about 15 minutes trying to locate the information and complete the
table. (Worksheet 2 at the end of Grade 8 activities).
STUDENT pairs come together to share their results and discuss the success/failure of
their attempts to locate information.
ZZ
Z Z ZZZ
ZZ
ONE
a discussion about the frustrations and successes of locating the information and
the importance of choosing the right words as search words. Also discuss how one
source of information provides leads into other sources.
THE need to search specific bases or acids should become apparent.
ISSUE each student with the name of a specific base and acid to continue their search in
the next activity.
LEAD
•
•
•
•
134
construct a table showing:
chemical name
common name
domestic/other name/product name
uses.
STUDENTS
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ACTIVITY 5
Determi ning the pH of household substances
INDICATOR
CONTENT
Students learn to:
• use indicators to determine the pH of solutions of chemicals used in the home.
T EACH I NG ST E PS
TN STUDENTS need an introduction to the activity and then do the activities and
A submit their records.
ALL students must wear safety goggles throughout the practical activity.
Resources required:
30 test tube racks each with six test tubes. One is empty and the other five test tubes
contain solutions of:
• washing soda (sodium carbonate) labelled A
• vinegar (acetic or ethanoic acid) labelled B
• salt (sodium chloride) labelled C
• liquid household cleaner containing ammonium hydroxide or very dilute drain cleaner
(caustic soda: sodium hydroxide) labelled D
• water labelled E.
Thirty eye droppers and dropper bottles of universal, universal colour charts and thirty
dropper bottles of red cabbage water (made from boiling red cabbage in water).
Z ZZZZ
the purpose of the task and basic procedure.
PROVIDE each student with:
• a test tube rack containing five test tubes, each containing a solution of a chemical
used in the home
• washing soda (sodium carbonate) labelled A
• vinegar (acetic or ethanoic acid) labelled B
• salt (sodium chloride) labelled C
• household cleaner containing ammonium hydroxide or very dilute drain cleaner
(caustic soda- sodium hydroxide) labelled D
• water labelled E
• a dropper bottle containing universal indicator and another containing red cabbage
water (Students could mix this themselves)
• a colour chart for universal indicator and the top two rows of a table taken from
http://www.ausetute.com.au/indicata.html that shows the colour range for both
universal and red cabbage water.
• a white porcelain 12 hole spotting plate (No. 1052200 from Serrata)
• an eye dropper
• a spare test tube
• safety goggles.
DEMONSTRATE, without explanation, the process of creating the ‘rainbow in a test tube’.
EXPLAIN
135
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‘RAINBOW’ demonstration. Pour base solution (e.g. solution of washing soda) into test
tube. Add drops of universal indicator. Hold test tube on side and, using eye dropper,
gradually trickle in neutral solution (salt or water). With the same level of care, gradually
pour in the acetic acid. Do not tell the students which solutions to use, although it
is better to suggest they use universal indicator rather than the red cabbage water.
They need to work out that the solutions should be base-neutral-acid in order to get
the rainbow bands. Problem-solving may also involve a degree of trial and error, but
students will be limited by the solutions they have received.
students have completed their investigation of the pH of the five solutions, they
can then attempt to use their solutions to make a ‘rainbow in a test tube’.
COLLECT these from the students.
Z
WHEN
Z
PLAN
1.
2.
3.
4.
and carry out the practical. Students need to record:
Statement of aim for testing the pH household substances
Table of results that clearly indicates the tests they have done and their observation
Statement of aim for constructing ‘Rainbow in a test tube’
Procedure for the ‘Rainbow in a test tube’.
ASSESSMENT ACTIVITY
The pH of everyday substances
BASED ON ACTIVITY 5
INDICATOR
CONTENT
Students learn to:
• use indicators to determine the pH of solutions of chemicals used in the home.
ACTIVITY
■
Practical activity to measure the pH of household substances.
ASSESSMENT CRITERIA
■
■
■
Planned and systematically, efficiently and safely carried out tests of five solutions of household
chemicals to determine their pH.
Recorded results in a well constructed table.
Ensured the reliability of results.
MARKING SCHEDULE
■
■
■
136
Statement of aim for testing the pH household substances. (1 mark)
Table of results that clearly indicates the tests using both indicators have been done systematically and
accurate observations have been made. (10 marks, 1 for each correctly completed procedure)
Generalisation based on collected data.
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STRAND
THE PHYSICAL WORLD
Students discuss the properties and uses of radiation in the Electromagnetic Spectrum
and the effects of the different forms of radiation on humans. They research the uses of
laser light in industry, medicine and communication and revisit Ohm’s Law to solve
problems involving electrical circuits. Students conduct investigations using ray boxes to
determine the effects of the addition red, blue and green lights and write a report on
their investigations involving electrical circuits, ammeters, voltmeters and variable
resistors and determine an unknown quantity, using Ohm’s Law.
ACTIVITY 6
Reflection and refraction
INDICATOR
• discuss the properties, uses and effects on humans, of radiation in the Electromagnetic
Spectrum.
CONTENT
Students learn to:
• conduct investigations to explore the properties of light (refraction, reflection,
absorption and dispersion).
T EACH I NG ST E PS
TN
SET up a series of workstations around the room with sets of instructions and worksheets
for students to conduct investigations about light.
ZZ
rotate through the workstations, completing the investigations and their
worksheets.
1. Use a ray box to generate a single ray of light and shine it perpendicularly onto the
surface of a plane mirror, a convex mirror and a concave mirror. Trace the path of the
ray. Repeat using 3 or 4 parallel rays of light.
2. Use the ray box with a single ray of light so that the incident ray strikes the plane
mirror at an angle of 30° to the normal. Trace the path of the ray. Change the angle of
incidence 2 or 3 times and trace the rays. Measure the angles of incidence and
reflection for each ray, using a protractor.
3. Use a ray box to generate 3 or 4 parallel rays of light and shine them perpendicularly
through a rectangular Perspex slab. Trace the path of the rays. Repeat, shining the rays
at an angle of about 30° to the normal, then trace the rays.
4. Shine 3 or 4 parallel rays towards a transparent convex lens. Trace the path of the rays.
Repeat using a concave lens.
5. Shine a single ray of light towards the curved surface of a semicircular Perspex slab,
perpendicular to the flat surface. Change the angle of incidence of the ray several
times around the edge of the curved surface. Trace the rays.
STUDENTS
137
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Z Z ZZZ
TN
a discussion about the observed properties of light, encouraging students to
annotate their diagrams on the worksheet with brief descriptions of properties such as
straight line propagation, normal rays, law of reflection at plane surfaces, refraction at
boundaries of different density, total internal reflection, and action of lenses.
LEAD
activities: make a model telescope, research simple optical instruments such
as magnifying glass and lenses, spectacles or more complex ones such as microscopes
or telescope.
FURTHER
ACTIVITY 7
Uses of electromagnetic radiation
INDICATOR
• discuss the properties, uses and effects on humans of radiation in the
Electromagnetic Spectrum.
CONTENT
Students learn to:
• describe applications of electromagnetic radiation in medicine and communication.
Z Z ZZZ
ZZ
ICT
Z Z ZZZ
138
students with a simplified diagram of the electromagnetic spectrum, labelled
with headings such as long radio, shortwave, microwave, infra red, ultra violet, X-rays,
gamma rays. These should not be in the correct sequence.
LEAD a discussion about where some of these waves are used in everyday life, and
through it, generate a checklist of features that students could research for a given type
of electromagnetic wave; for example, wavelength, frequency, how it is generated, how
it is detected, uses in communication and/or medicine.
SUPPLY
one wave type to each pair of students.
the use of PowerPoint software, nominating some essential elements that
students will include in their presentation, such as number of slides, and inclusion of
animation, graphics and sound.
STUDENTS use the Internet and library resources to complete research on their
nominated wave type, following the scaffold of properties agreed upon in class
discussion. They develop a PowerPoint presentation covering this wave type, and
incorporating the nominated elements.
ALLOCATE
REVIEW
PAIRS
make their presentation to the whole class.
25/7/07 10:33:57 PM
ACTIVITY 8
Why is it coloured?
INDICATOR
CONTENT
Students learn to:
• relate the properties of light to their applications in society.
T EACH I NG ST E PS
Z ZZZZ
ZZ
ideas on reflection and refraction of light.
OUTLINE practical activity.
REVIEW
STUDENTS:
•
•
•
•
•
•
•
•
•
ZZZ
use ray-box kits using a slit to produce a single ray of white light
direct the ray through a triangular prism
record observations as a diagram
use observations and previous knowledge to answer the question: ‘Are all colours of
light refracted the same way? Explain your answer.’
remove the slit and replace it with a primary red filter
shine this red light onto a series of squares of coloured cardboard
record the observed colour of the card in a table
repeat, replacing the primary red with a primary blue filter, then with a primary
green filter
use observations to answer the question: ‘If objects are seen by reflected light, why do
many of these cards appear darker in coloured light than when viewed in red light?’
STUDENTS:
• fit three ray boxes with a different primary coloured filter (red/blue/green)
• move the ray boxes so that the three colours shine simultaneously and overlapping
onto a white screen
• record the observation as a labelled diagram
• repeat, shining red and blue together, then red and green together, then blue and
green together
• record results as a diagram
• replace the red, green and blue filters with cyan, magenta and yellow filters, and
repeat the four steps
• record observations.
Z ZZZZ
observations with the class, explaining the difference between addition and
subtraction of colours.
GUIDE students to label their respective groups of results as addition or subtraction of
coloured light
DISCUSS
139
25/7/07 10:33:57 PM
TN
activities:
Explain the colour of objects seen with white light.
Research the colours of light used by plants during photosynthesis.
Explain why the sky is blue.
How is mixing of coloured light different from that of mixing coloured paints?
FURTHER
•
•
•
•
ACTIVITY 9
How laser light is made and used
INDICATOR
CONTENT
Students learn to:
• describe the uses of laser light in industry, medicine and communication.
the use of a laser pointer from various points around the classroom,
A and compare it with the use of a torch. Students list as many similarities and differences
between the two light sources as they can observe.
Z Z ZZZ
DEMONSTRATE
access a range of text, library and Internet resources to answer the
ICT following questions.
1. How is laser light produced?
2. How does this differ from the production of light by incandescent objects such as the
Sun, a candle, a fluorescent tube, a halogen lamp?
3. Describe three properties of a laser beam that are different from a light beam
produced by an ordinary torch.
4. Explain one example of the use of laser light in each of the following: industry,
medicine and communication.
5. Laser light has been used to measure the distance between the Earth and the Moon.
What is the advantage of measuring distance in this way?
6. Lasers are now commonly used by tradesmen such as builders, tilers and motor
mechanics. Describe one device used by these tradesmen that involves the laser, and
explain why it is an improvement over previous devices.
ZZ
140
STUDENTS
25/7/07 10:33:58 PM
ACTIVITY 10
Using Ohm’s Law
INDICATOR
• describe electricity in a circuit in terms of voltage, current and resistance.
CONTENT
Students learn to:
• apply Ohm’s Law to solve problems involving electrical circuits.
T EACH I NG ST E PS
Z ZZZZ
Z
REVISE
setting up series and parallel circuits, and the theory of Ohm’s Law.
STUDENTS:
• set up a DC electric circuit, connecting in series a power pack, a variable resistor, an
ammeter, a switch and the unknown resistor
• connect a voltmeter in parallel with the unknown resistor
• check the assembly of the circuit with the teacher
• collect ten readings from the voltmeter and ammeter, changing the position of the
contact on the variable resistor between each reading
• write up the report of the investigation, recording the measurements in a table
• calculate the value of the unknown resistance for each measurement using
Ohm’s Law, then find the average value
• draw a graph of voltage against current from the measurements collected
• from the slope of the graph, determine the value of the unknown resistor and
compare this to the average value calculated from the individual measurements.
Z ZZZZ
a whole-class discussion of results based on guide questions:
1. Why is it important to hold the switch down for a very brief time while measuring
current and voltage?
2. What happens to electrical energy when it flows through a resistor?
3. Is the resistance of a circuit affected by a change in temperature? Explain your answer.
4. What does the shape of your graph indicate is happening in the circuit as the slide
contact on the variable resistor is changed?
LEAD
141
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ASSESSMENT ACTIVITY
Using and explaining a model optical device
BASED ON ACTIVITY 9
INDICATOR
• discuss the properties, uses and effects on humans of radiation in the Electromagnetic Spectrum.
CONTENT
Students learn to:
• conduct investigations to explore the properties of light (refraction, reflection, absorption
and dispersion).
ACTIVITY: Explaining a model optical device
■
■
Students construct a diagram of a model optical device and explain how it works.
Students are provided with model periscope that can be used to see things behind their back, using
2 plane mirrors and a shoebox.
OR
■ Students are provided with a model pin-hole camera using a shoe box, a small, thin lens and a piece of
paper to represent film.
ASSESSMENT CRITERIA
■
■
142
Competently constructed a labelled diagram of the model indicating relevant light rays.
Wrote a short account, using relevant theory of the properties of light, to explain how their
model works.
25/7/07 10:33:58 PM
STRAND
THE LIVING WORLD
Students identify differences between plant and animal cells, examine the processes
by which cells obtain nutrients and remove wastes, and progress to researching and
presenting information on artificial body parts. This suite of activities emphasises
investigative skills where students construct a model of a cell, conduct a controlled
experiment to determine whether washing hands affects microflora, conduct a
first-hand investigation to model the cell membrane and the processes of osmosis
and diffusion
ACTIVITY 11
Modelling mitosis
INDICATOR
• describe the importance of mitosis and meiosis in living things.
CONTENT
Students learn to:
• describe the process of mitosis and cell differentiation for the growth, repair and
replacement of cells and tissues.
TN
have already been introduced to the cell as the basic unit of living things and
can identify some organelles and their function. In this activity, students examine mitosis
as a nuclear division that produces identical daughter cells and its role in living things.
STUDENTS
T EACH I NG ST E PS
on a screen a plant or animal cell and ask the following questions:
ICT The cell is the basic unit of living things. Which organelle controls the activities
of the cell?
How does it control the cell?
Inside the nucleus there are thread-like structures that contain all the information of the
cell. These are called chromosomes. When a cell divides and produces identical copies of
these chromosomes, it is called mitosis. That means that the resulting cells all have
exactly the same information.
USE a website that shows an animation of the process of mitosis. Websites include:
http://www.cellsalive.com/mitosis.htm
http://www.johnkyrk.com/mitosis.html
http://biology.about.com/library/blmitosisanim.htm
http://www.stolaf.edu/people/giannini/flashanimat/celldivision/crome3.swf
http://www.lewport.wnyric.org/JWANAMAKER/animations/mitosis.html
Why does mitosis need to occur?
Where do you think the process of mitosis occurs in our bodies?
STUDENTS come to the front of the room. A poster or screen image of mitosis is
on display.
ZZZZZ
DISPLAY
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plasticine to model the process of mitosis using two pairs of chromosomes.
two students to roll out the plasticine into four long threads and four
shorter threads.
PLACE a ball of plasticine in the circle (representing the nucleus) on a piece of paper
(representing the cell).
SHOW how the chromosomes shorten and thicken by replacing the ball of plasticine with
2 long and 2 short threads inside the circle (showing homologous chromosomes) and
then turning the piece of paper over to represent the nuclear membrane disappearing.
AS the chromosomes replicate, place the other plasticine lengths next to those of the
same length, pressing them together in the middle to make the centromere.
POINT out that they are now called chromatids.
PLACE dots at either end of the paper with lines drawn between them to represent the
centrioles moving to the poles and the formation of the spindle.
CHROMATID pairs are lined up on the equator of the spindle and pulled to either end.
TEAR the piece of paper to represent the splitting of the cytoplasm and the pinching of
the cell membrane.
PAPER is now cut in half, a circle is drawn in the middle and the 2 long and 2 short
threads are placed in each showing the two identical daughter cells.
USE
ASK
Z
Z Z ZZZ
students to sequence diagrams of the process of mitosis that are in no particular
order and write a description of what is happening in each diagram.
ASK
the correct sequence and descriptions with the students.
questions to summarise the activity:
How many cells are produced during mitosis?
Are the daughter cells identical or different to the parent cell?
How do the chromosomes appear before the cell begins to divide?
What function do they perform if the cell is not dividing?
What happens to the chromosomes once the cell starts to divide?
What is the difference between a chromosome and a chromatid?
How are the chromatids drawn to either pole?
What happens to the nuclear membrane at the beginning of mitosis?
What happens at the end of mitosis?
DISCUSS
ASK
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ACTIVITY 12
Observing mitosis in cells
INDICATOR
CONTENT
Students learn to:
• describe the process of mitosis and cell differentiation for the growth, repair and
replacement of cells and tissues.
T EACH I NG ST E PS
TN
Z ZZZZ
have been introduced to mitosis. They are also able to set up a monocular
microscope. In this activity, they view prepared slides of cells that are undergoing mitosis
and propose reasons for cells to undertake this form of nuclear division.
STUDENTS
a poster or a presentation to show mitosis.
What is mitosis?
Why do cells undergo mitosis?
Where does mitosis occur in plants and animals?
IN plants, mitosis occurs in the tips of the roots and the tips of the shoots. Demonstrate
mitosis using longitudinal sections of onion root tips.
SET up a prepared slide of a root tip under high power of the microscope.
What is the difference between a longitudinal section and a transverse or cross section?
HOLDS up a carrot (or equivalent) and indicate that a cross section is cut across the top
of the carrot whereas the longitudinal section is cut down the length of the carrot.
USE
transverse
Iongitudinal
USING a video microscope or flexi cam, display and points out the cells that are dividing
and ask students to identify what is happening in different cells.
What safety precautions do we need to consider in this activity?
ZZZ
STUDENTS set up their own microscope with a prepared slide and draw a series of
labelled diagrams to represent the different stages in mitosis. For each diagram, they
describe in a short paragraph, what is happening.
Why would mitosis only occur in the root tip and in growing shoots/buds?
What do you think happens after the cells have divided?
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AFTER the cells divide in the root of a plant, they grow larger (elongate) and then
they differentiate.
What do you think differentiate means?
DIFFERENTIATION is where the cells stop growing and take on particular roles in the
plant. This may mean that they change shape to allow them to carry out this role. For
example, the cells on the outside of the root may stretch out into the soil so that they
can increase the area over which they absorb water. This cell is a root hair.
Other than growth, what reasons do you think cells need to make exact copies
of themselves?
In what type of organisms would mitosis occur?
TN
REFERENCE:
http://www.biology.arizona.edu/CELL_BIO/activities/cell_cycle/cell_cycle.html
ACTIVITY 13
Case Study of Disease
INDICATOR
• describe causes of infectious and non-infectious diseases and how diseases can
be prevented.
CONTENT
Students learn to:
• describe the causes of infectious and non-infectious diseases and the body’s responses
to these diseases.
TN
Z Z ZZZ
146
STUDENTS have already studied micro-organisms using the monocular microscope. This
activity refers to those microbes that are disease-causing as well as introducing them
to the term macroscopic. Students distinguish infectious from non-infectious diseases
and use an expert jigsaw to identify the cause, transmission, symptoms, treatment and
prevention of a variety of infectious and non-infectious diseases.
the following questions and place labels on the blackboard to outline the links
between terms.
What is disease?
Has anyone been sick with a cold or flu?
How did you get it?
How did you know that you had it? What did you do to overcome it?
How do we prevent people developing the flu?
What does infectious mean?
What do you think is the difference between a macroscopic organism or a
microscopic organism? Give some examples.
ASK
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How does a non-infectious disease differ from an infectious disease? What are some
diseases that cannot be passed from one person to another?
What causes these diseases?
ZZZ
STUDENTS are in groups. Each student has a number under their chair. They find the
other students in the class with the same number and sit at the table with the number;
e.g. all the students with a 1 move over to the desk labelled 1 and so on. These are
expert groups. Each group has been given information on a particular disease.
GIVE the groups 2 minutes to read the information in silence, then 5 minutes to discuss
as a group the following questions:
• What is the name of the disease?
• Is the disease infectious or non-infectious?
• What caused the disease?
• If infectious, how was the microparasite or macroparasite transmitted?
• What are the symptoms of the disease?
• What is the prevention and treatment for the disease?
• Is there a vaccination for this disease?
AT the end of the discussion, students record their information in the worksheet
(Worksheet 3 at the end of Grade 8 activities). Then they return to their home group
and share their information with other group members who in turn record this
information in their table.
FOLLOW-UP:
Students could develop a database of diseases.
ACTIVITY 14
Vaccination programs
INDICATOR
• describe causes of infectious and non-infectious diseases and how diseases can be
prevented.
CONTENT
Students learn to:
• investigate vaccination programs and the diseases they control.
T EACH I NG ST E PS
TN
have already studied infectious and non-infectious diseases and their causes.
This activity introduces students to the concept of vaccination as a method of
prevention. They research information from the Internet on vaccination programs
focusing on the reliability of their information. This information is tabulated and
graphed using spreadsheet software and presented to the class.
STUDENTS
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Z Z ZZZ
students the following questions:
Has anyone travelled overseas?
Where did you go?
Did you have a vaccination before travelling to that country?
What vaccination did you have and why?
Did you have more than one vaccination for the same disease?
Alternatively why didn’t you need a vaccination?
EXPLAIN that when people are vaccinated they are given a serum containing a milder
form of the disease-causing pathogen or its toxins. This causes their body to recognise
the disease without actually contracting the disease. Then their body produces cells that
remember it so if they come in contact with the more virulent strain then their body
reacts more quickly and with a large number of defence cells.
ASK
a disease to each pair, together with some information about its cause,
ICT symptoms and treatment.
THEY are to use the Internet to find information, beginning with the United Arab
Emirates and then other Arab countries and more global data depending on
the diseases.
QUESTIONS to ask:
• When looking for information on the Internet, what are some key words that you
could use?
• How do you know whether the information is reliable?
• Who is the author? What are their qualifications, experience etc?
• Is there any bias? Who is sponsoring the web page?
• When was the web page last updated?
• Can you verify the information? How do you do this? Is the information primary
or secondary?
QUESTIONS to consider:
• Is the disease still found in the world? If so where?
• How many people have died from the disease? Over what period of time?
• When was the vaccination program introduced? What does it involve?
• What is the incidence of death from the disease since the introduction of the
vaccination program?
STUDENTS create an excel spreadsheet on incidences and draw graphs.
ZZ
TN
ICT
148
ALLOCATE
activities:
STUDENTS create and print graphs on overhead transparencies or use PowerPoint and
report back to the class.
INVESTIGATE why there are no vaccines for some diseases and how these are currently
managed. Malaria is a good example to use here.
INVESTIGATE the history of vaccination and the contribution of scientists such as Jenner.
FOLLOW-UP
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ACTIVITY 15
Meiosis and gamete formation
INDICATOR
CONTENT
Students learn to:
• explain the role of meiosis in sexual reproduction
• discuss the role of meiosis in gamete formation, and the inheritance and the transfer of
genetic information from generation to generation.
T EACH I NG ST E PS
TN STUDENTS are familiar with the terms ‘chromosomes’ and ‘genes’. They have already gone
A through the process of mitosis and can give examples of where mitosis occurs in plants
and animals. Students have also linked mitosis with asexual reproduction. In this activity,
students move on to sexual reproduction and the process of meiosis that results in the
formation of gametes.
TEACHER uses a dictagloss so that students can reconstruct the text. The completed text
is submitted to the teacher for assessment purposes.
GIVE students a KWL on sexual reproduction and ask them to complete the section
ICT on what do they know and what do they want to know.
COLLATE student information on the board, asking the following questions:
What is sexual reproduction?
How is it different to asexual reproduction?
Which cells are involved in sexual reproduction?
Where are the gametes formed in humans? How are they formed?
If mitosis produces identical cells, is mitosis responsible for the formation of gametes?
How do you know that there are variations in gametes?
How could these variations occur?
SHOW students an animation of meiosis. For example:
http://www.johnkyrk.com/meiosis.html
http://www.sumanasinc.com/webcontent/anisamples/majorsbiology/meiosis.html
http://www.csuchico.edu/~jbell/Biol207/animations/meiosis.html
GIVE students a definition of law of random segregation.
GIVE students the definition of law of independent assortment.
What is a gene?
How are genes carried in the cell?
How does the independent sorting of gene pairs during gamete formation lead
to variation?
USE plasticine or poppet beads to model the process of meiosis and explain how meiosis
differs from mitosis.
Z ZZZZ
Z
ASK
students to complete the section on what have they learnt on their KWL.
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ASSESSMENT ACTIVITY
Meiosis: text reconstruction
INDICATOR
CONTENT
Students learn to:
• explain the role of meiosis in sexual reproduction
• discuss the role of meiosis in gamete formation, and the inheritance and the transfer of
genetic information from generation to generation.
ACTIVITY
■
■
Write a description of the process of meiosis, including diagrams.
Information construction:
• Read out a text at normal pace on the process of meiosis while students write down the key word and
phrases. Re-read the passage and students add the important details.
• Students then work in pairs to reconstruct the text describing the process of meiosis.
• The completed text is submitted to the teacher for marking.
ASSESSMENT CRITERIA
■
■
■
■
150
Used correct scientific terminology.
Drew a scientific diagram.
Provided a sequential summary of meiosis.
Extracted information from text.
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STRAND
EARTH AND SPACE
Students investigate the conditions under which different fossils form and they discuss
information obtained from fossils in rock strata. They relate their understanding of plate
tectonics to the distribution of earthquakes and volcanoes along plate boundaries.
They summarise web-based information on fossilisation processes, and create a
database/spreadsheet about earthquakes and volcanoes.
ACTIVITY 16
Modelling fossil formation
INDICATOR
• describe the different forms of fossils and the conditions under which they form.
CONTENT
Students learn to:
• investigate the conditions under which different fossils may form.
T EACH I NG ST E PS
ZZ
work in pairs to produce one fossil cast and one fossil mould that are suitable
for a museum display.
STUDENTS display their fossils to Grades 6 and 7 by setting up a ‘museum fossil display’
in the school library. Grade 6 and 7 students are invited to come to the museum and
complete a worksheet designed by the Grade 8 students.
STUDENTS
EQUIPMENT:
Old newspapers to place over the desktop to keep it clean
Waxed paper
Petroleum jelly
Plastic containers for mixing plaster
Modelling clay
Plaster of Paris
Selection of things to fossilise: dead insects; fish bones; chicken, sheep or cattle bones;
different sea shells; feathers; footprints – cat, human, bird; different kinds of leaves –
ferns, flowering trees
PROCEDURE:
• Place a large ball of clay onto a piece of waxed paper and flatten it until it is
5 cm thick.
• Make a mould in the clay by gently pressing in the object and then removing it.
• Apply a small amount of petroleum jelly in and around the mould in the clay to make
it non-stick.
• Prepare some plaster of Paris according to the package directions so that it has a
smooth but thick consistency.
• Spoon plaster into each mould thoroughly filling it in.
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• Let the plaster and clay dry completely (overnight in a warm area) then gently lift the
plaster fossil out of the clay mould.
STUDENTS are to paint their moulds and casts to make them look ‘real’ and set them up
for their museum display.
COULD also include any real fossils or photographs of fossils for the display.
STUDENTS are to design a worksheet for use by Grade 6 and 7 on their museum display.
The worksheet requires Grade 6 and 7 students to:
• distinguish between a cast and a mould.
• identify different fossils
Which display(s) suggests a bird? Justify your choice.
Which display suggests a fern? Justify your choice.
Which display(s) suggests a cat? Justify your choice.
Which display suggests an insect? What insect is it? Justify your choice.
ACTIVITY 17
Database of volcanoes and earthquakes
INDICATOR
• use the theory of plate tectonics to explain the dynamic nature of the lithosphere and
the Earth’s internal structure.
CONTENT
Students learn to:
• use the theory of plate tectonics to explain earthquake and volcanic activity, and the
formation of mountains
• plot the location of earthquakes and active volcanoes on a world map and identify the
volcanic and earthquake belts.
TN
THIS activity can be used to begin a unit of work on earthquakes, volcanoes and mountains
or can be used to record their research findings as a summary of their understanding
towards the end of this unit of work. Students should be familiar with setting up a
spreadsheet or database before they attempt this activity.
Z Z ZZZ
152
to students that they are to compile a database or spreadsheet, working
backwards from 2007, of earthquake and volcanic activity. They need to think of the
location, magnitude and effects of earthquake activity.
ASK them about suitable fields for the database or spreadsheet, knowing they are
researching earthquake and volcanic activity. They should suggest:
• date
• location
• epicentre
• magnitude (Richter scale)
• lives lost
EXPLAIN
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• other damage.
ALLOCATE different locations around the globe to different groups of students
ICT in order to reduce repetition of research and data.
ASK students:
What keyword search terms will you use?
How will you restrict your searches to recent (within the last 12 months) earthquake and
volcanic activity?
In which language do they want your websites?
In what format do they want your websites? Pdf? Documents?
Do you want to see (a video) and hear (audio) earthquakes? How will they search for
these formats?
THESE questions help students to use the advanced search features to locate specific
types and formats of information.
ZZZ
ACTIVITY 18
Fossilisation
INDICATOR
CONTENT
Students learn to:
• describe how fossils and rock strata can assist our interpretation of geological history.
T EACH I NG ST E PS
TN
activity can be used to introduce the concept of fossilisation. The series of websites
takes students through different fossilisation processes.
THIS
Z ASK students to access suitable websites and write a summary of the fossilisation
ICT process and/or what information we can obtain from the fossil record as shown in
each website. For example:
http://www.u cmp.berkeley.edu/education/explorations/tours/fossil/9to12/intro.html
http://www.amnh.org/exhibitions/amber/index.html
http://www.u cmp.berkeley.edu/education/explorations/tours/stories/index.html
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ACTIVITY 19
Online pal aeontology
INDICATOR
CONTENT
Students learn to:
• investigate the conditions under which different fossils may form.
STUDENTS work through a series of online exercises on rock strata, fossils and fossil
ICT correlation. They access suitable sites and complete exercises at each site. Alternatively,
you may choose to show sites on a screen and tell the students to work through the
exercises together with the teacher. For example:
WEBSITE 1 – Complete this quiz and then write answers to the following questions in
your notebook:
http://regentsprep.org/Regents/earthsci/rockcorrelation.htm
How did you know which rock layers were the same?
How did you decide which rock strata (layer) was the oldest? Youngest?
WEBSITE 2 – Summarise the fossilisation process shown at this site.
http://www.discoveringfossils.co.uk/Whatisafossil.htm
WEBSITE 3 – Construct a fossil by assembling bones to make an animal.
http://www.abc.net.au/beasts/fossilfun/skeletal_jigsaws/default.htm
WEBSITE 4 – What do fossil footprints tell us?
http://www.abc.net.au/beasts/fossilfun/footprints/default.htm
ZZ
ACTIVITY 20
Earthquakes and volcanoes
INDICATOR
• use the theory of plate tectonics to explain the dynamic nature of the lithosphere and
the Earth’s internal structure.
CONTENT
Students learn to:
• plot the location of earthquakes and active volcanoes on a world map and identify the
volcanic and earthquake belts.
TN STUDENTS have been introduced to plate tectonics and the occurrence of earthquakes and
A volcanoes along the boundaries of tectonic plates. Over a given time (month, school
term, a year) students plot the occurrence of earthquakes and volcanoes that occur.
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Z
each student with a copy of a blank world map and a map showing location of
tectonic plates.
STUDENTS keep a record of the location, magnitude and effects of earthquakes for an
extended period of time. They get their information through the media or on an
Internet site.
THEY plot on the map the location of any earthquakes or volcanoes that occur and
COLOUR code each earthquake (and volcano) to indicate the relative magnitude.
PROVIDE
Colour
5
Magnitude
5
2 2 2.99
5
3 2 3.99
5
4 2 4.99
5
5 2 5.99
5
6 2 6.99
5
7 2 7.99
5
8 2 8.99
students to answer these questions:
Compare your earthquake locations with the boundaries of the major tectonic plates
of the Earth shown on these maps, showing plate boundaries.
Predict where an earthquake is likely to occur. Outline a square on your map no larger
than 5 degrees, in a location where you predict an earthquake will occur within the
next week.
Explain why you chose this location as a likely place for an earthquake to occur.
What is the probability of an earthquake or volcanic eruption in Abu Dhabi? United
Arab Emirates?
ASK
•
•
•
•
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ASSESSMENT ACTIVITY
Online assessment
INDICATOR
• use the theory of plate tectonics to explain the dynamic nature of the lithosphere and the Earth’s
internal structure.
CONTENT
Students learn to:
• use the theory of plate tectonics to explain earthquake and volcanic activity, and the formation
of mountains.
CONTENT
One form of assessment activity is an online test.
When students have completed this test they print off their results and hand them in to the teacher
for marking. An example of an online test can be found at:
http://cgz.e2bn.net/e2bn/leas/c99/schools/cgz/accounts/staff/rchambers/GeoBytes/
GCSE%20Revision/Hot%20Potatoes%20GCSE%20Quizzes/Plate%20Tectonics.Glossary/plate_
tectonics_quiz.htm
■
■
ASSESSMENT CRITERIA
■
■
There are 23 questions in this online test.
Students receive a mark out of 23.
When the test has been marked, students access the same website and work through their answers in pairs
to consolidate their understanding.
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Timeline Name
or web address
How many
scientists are
included?
Is the format easy to
follow: dates, scientists,
discoveries?
Is the timeline to scale?
Is the language easy
to understand?
Is there reasonable
use of terminology?
Can you easily distinguish
the important discoveries
from the minor discoveries?
Evalu ating web site timeli nes
WO RKSHEET 1 G RA DE 8 ACT I VI TY 1
Does it explain
the significance
of the discovery?
Are there any
links and, if so,
how useful are
they?
WOR K S H EET 2 G RA DE 8 ACTI VI TY 4
Lo c ating In fo rmatio n
Source: Internet/
reference library
Internet
Search method
Search terms used
Used Google
search engine
useful bases
Information found
Evaluation
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D isease
Name of
Disease
Infectious /
non-infectious
Cause
Symptoms
Treatment
Prevention
Diseases could include: scurvy, tetanus, diabetes, polio, Downs syndrome, haemophilia, cholera,
tuberculosis, malaria, African sleeping sickness, influenza, tinea, ringworm, hydatid tapeworm and
ascariasis. Choose those that are relevant to or interest your students.
Home groups could divide into more expert groups to cover a wider range of diseases.
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G ra d e 9
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G ra d e 9
25/7/07 10:34:04 PM
MATTER
THE PHYSICAL WORLD
THE LIVING WORLD
EARTH AND SPACE
ACTIVITY 1
ACTIVITY 6
ACTIVITY 11
ACTIVITY 16
DECOMPOSITION
REACTIONS
COMPARING ALPHA AND
BETA PARTICLES
EVIDENCE FOR
EVOLUTION
THE GREENHOUSE
EFFECT
• Chemicals, glassware
and general equipment
• Radioactivity equipment,
texts references or library
and Internet access
• Diagrams. Photos of
fossils and organisms,
embryos, homologous
structures, transition
fossils, timeline
• Computers with
Internet access
ACTIVITY 12
• Access to a range of
science textbooks,
encyclopaedias and the
Internet
ACTIVITY 2
COMBUSTION
REACTIONS
ACTIVITY 7
• Materials for
combustion reactions
• Ramps, ball bearings,
carbon paper, paper
TRACKING A PROJECTILE
TIMELINE OF EVOLUTION
ACTIVITY 17
MASS EXTINCTIONS–
A MUSEUM GUIDE
ACTIVITY 3
ACTIVITY 8
• Paper, scissors, black
felt-tipped pens
NEUTRALISATION
REACTIONS: ACIDS,
BASES AND ALKALIS
SIMPLE MACHINES IN
EVERYDAY ITEMS
ACTIVITY 13
ACTIVITY 18
DNA MODEL
GEOSTATIONARY
SATELLITES
sodium, indicator
• Exemplars of simple
machines in devices –
scissors, rotary egg beaters
etc
ACTIVITY 4
NEUTRALISATION
REACTIONS: TITRATION
glassware, chemicals
• String, paper clips,
coloured pegs
• Computers with
Internet access
ACTIVITY 14
ACTIVITY 9
LAUNCHING AND RE-ENTRY
OF SPACECRAFT
• Computers with Internet
access
ACTIVITY 5
MUTATIONS AND
KARYOTYPE ANALYSIS
• Computers with access
to the Internet
ACTIVITY 19
MODEL OF THE LIFE–
CYCLE OF A STAR
• Computers with
Internet access
ACTIVITY 15
CORROSION
INVESTIGATION
ACTIVITY 10
PEDIGREES
ACTIVITY 20
PERIOD OF A SIMPLE
PENDULUM
• Examples of pedigree
diagrams
THE ‘SPIN–OFFS’ OF THE
SPACE PROGRAM
ASSESSMENT
ACTIVITY
• Mass carriers, masses,
string, stopwatches
FACTORS AFFECTING
THE RATES OF
CORROSION
ASSESSMENT
ACTIVITY
• At-home extended
task
PERIOD OF AN
OSCILLATING SPRING
• Mass carriers, springs,
stopwatches
ASSESSMENT
ACTIVITY
PEDIGREE
CONSTRUCTION
• Copies of family
inheritance information
• Computers with
Internet access
ASSESSMENT
ACTIVITY
PRESENTATION ON
SPIN-OFFS FROM SPACE
EXPLORATION AND
RESEARCH
Student multimedia
presentation
• Computers with
Internet access
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STRAND
MATTER
Students conduct investigations to demonstrate neutralisation, combustion and
decomposition reactions and they write balanced equations for each reaction, using
internationally recognised symbols. They undertake an open-ended activity to
investigate factors that affect corrosion.
ACTIVITY 1
Decomposition reactions
INDICATOR
• write balanced chemical equations for a range of common reactions, using
internationally recognised symbols.
CONTENT
Students learn to:
• conduct investigations to demonstrate the following types of chemical reactions:
combustion; corrosion; decomposition; neutralisation reactions between acids and
alkalis and acids and carbonates
• write equations representing common reaction types.
TN
Z Z ZZZ
164
have completed activities in which they constructed models of hydrogen,
oxygen and water. They have done (or will do) the combustion of hydrogen to produce
water. In this activity they apply electricity to decompose water.
STUDENTS
what it means when something decomposes (in biology).
COMPARE with decomposition in chemistry.
DEMONSTRATE the process of decomposition generally and, specifically, with water, using
molecular models of water.
DEMONSTRATE the decomposition of water, using a voltammeter and acidified water.
COMPARE the volumes of hydrogen and oxygen gas produced (i.e. 2 : 1) and demonstrate
the ‘pop’ test and burning splint test to provide evidence that the gases produced are
hydrogen and oxygen.
COLLECT a 9 V battery, two 15 mm stainless steel screws, an elastic band, melted paraffin
wax, a plastic cup, magnesium sulfate (Epsom salts) solution and two small test tubes.
USE the rubber bands to hold the screws vertically across each electrode of the battery.
PLACE the battery in the base of the plastic cup so that the screws are standing upright
but not touching each other.
POUR in enough melted wax to cover the battery, but to allow the screws to protrude by
about 10 mm.
ALLOW the wax to set.
WHEN the magnesium sulfate solution is added to cover the screws, bubbles should rise
from both screws.
DISCUSS
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small test tubes filled with water over the screws to collect the gas for testing.
negative electrode of the battery should produce hydrogen gas, the positive
electrode produces oxygen. (As there is no switch in the circuit, the only way to stop the
reaction is to remove the electrolyte.)
INVERT
THE
ZZ
students to write word equations, then balanced equations to represent the
decomposition of water.
ASK
STUDENTS:
• gently heat copper carbonate in a test tube until it produces a gas and turns black.
They could use ball and stick (e.g. plasticine and toothpicks) to represent copper
carbonate turning into carbon dioxide and copper oxide.
• write word and balanced equations for the decomposition of copper carbonate into
copper oxide and carbon dioxide.
TN
FOLLOW-UP: Teacher gives students a list of word equations and students select those that
represent decomposition. Discuss answers.
ACTIVITY 2
Combustion reactions
INDICATOR
CONTENT
Students learn to:
T EACH I NG ST E PS
TN
Z ZZZZ
have completed activities in which they constructed models of methane,
oxygen, carbon dioxide and water. They have done (or will do) the combustion of
hydrogen to produce water (i.e. the ‘pop’ test for hydrogen).
STUDENTS
pictures on the floor to represent different combustion events, e.g. bush fires,
industrial fires, blast furnaces, spontaneous combustion of haystacks, coal seams, gas
cooking, cars, steam train.
CONDUCT a floor storming activity.
PLACE
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ZZ
AFTER a brief discussion on the importance of combustion, students carry out a range of
practical activities of burning including:
• candle
• kerosene lamp
• spirit burner
• wood splints
• Bunsen burner
• magnesium
• steel wool.
STUDENTS:
• write a word equation for the combustion of methane. They may make a model of
methane using molecular model kits and simulate the combustion of methane
• attempt to construct a balanced equation to represent the burning of methane.
Z Z ZZZ
students with feedback and a correct version. Most examples provided of
combustion and decomposition have been based on molecules that have bonded
covalently. In the case of magnesium oxide the bonding is ionic.
REVISE metallic bonding that students learnt about in Grade 8 and used to gain an
understanding of the physical and chemical properties of metals.
EXPLAIN why metals tend to form compounds by donating electrons to become
positive ions.
EXPLAIN ionic bonding and its importance in the formation of metallic compounds,
corrosion, neutralisation of acids and alkalis and acids and carbonates.
PROVIDE
TN A good website that students may refer to for homework that explains molecules and
ICT compounds is http://www.elmhurst.edu/~chm/vchembook/103Acompounds.html
STUDENTS construct word equations and balanced equations to show the combustion of
magnesium and oxygen.
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ACTIVITY 3
Neutralisation reactions: acids, bases and
alkalis
INDICATOR
• name a range of compounds based on their chemical composition.
CONTENT
Students learn to:
T EACH I NG ST E PS
TN
Z ZZZZ
THIS activity is an introduction to neutralisation reactions. Students have completed
activities involving the chemical reactions of decomposition and combustion.
definition of acids. A good way of doing this is using hydrochloric acid as
an example.
EXPLAIN that when hydrogen chloride gas is bubbled through water, it reacts so that the
bonds are broken and a hydrogen ion and a chloride ion are released. This is an ideal
opportunity to emphasise the best way to write formulae is by using subscripts to
explain the state. HCl(g) is hydrogen chloride gas, but HCl(aq) is the correct way of writing
hydrochloric acid. Another way of writing hydrochloric acid could be H1 1 Cl2.
BRIEFLY outline the formulae for other acids such as sulfuric acid, nitric acid, carbonic acid
and show that they all have the potential to release hydrogen ions. These hydrogen ions
can attack metals and cause the reaction of metals and acids learnt about in Grade 8.
DEMONSTRATE the action of a very small quantity of sodium with water.
DO this in a fume hood with the screen down and wearing goggles.
FILL a wide ceramic container to the top with water, so that the sodium can fizz on the
surface, and there is no possibility of glass breaking if there is a small explosion.
TAKE care when removing the sodium from its storage under oil that no water is
introduced into the container.
GENTLY wipe oil from the surface of sodium before adding to water so that it can react.
The reaction is so exothermic that frequently the hydrogen ignites with a ‘pop’. If
universal indicator is place in the water, the students can see that it turns purple,
indicating the presence of a base.
MODEL the construction of a balanced equation from the word equation of the reactants
and products. Sodium hydroxide is an example of a base, but it is also called an alkali.
DEFINE alkalis and briefly explain their relationship to bases, their naming and structure.
REVISE
research the role of Arab chemists in discovering alkalis from ash of
ICT plant material. History of Arabic chemistry http://www.history-science-technology.com/
Articles/articles%2073.htm
Z
FOLLOW-UP:
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ACTIVITY 4
Neutralisation Reactions: Titration
INDICATOR
• name a range of compounds based on their chemical composition.
CONTENT
Students learn to:
• write equations representing common reaction types
• use the Law of Conservation of Matter to balance a range of common chemical reactions.
Z Z ZZZ
PRESENT
the general equation for the neutralisation of acids by alkalis. Demonstrate a
titration.
ZZ
TN
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complete a range of acid/alkali neutralisations as titrations. For the first
neutralisation, when the reaction completes, students could evaporate the solution to
demonstrate the presence of salt. With each different reaction, students write word
equations followed by balanced equations to summarise the reactions.
STUDENTS
Similar activities involving the neutralisation reaction between acids
and carbonates.
AN excellent demonstration of the Law of Conservation of Mass can be done by adding
a fizzing antacid tablet such as Alka-Seltzer into a conical flask with a small quantity of
water and then quickly sealing the flask with a stopper. The whole reaction can be
carried out on a triple beam balance so that students can see that the mass is
unchanged. The seal on the conical flask must be sound and the stopper must be placed
on the flask very quickly.
EXTENSION: Worksheets of questions on word equations and balanced formulae
equations can be compiled from suitable websites. For example:
http://www.wpbschoolhouse.btInternet.co.uk/page04/Y11revQs/
acidreactionequationsFH.htm
and answers at:
http://www.wpbschoolhouse.btInternet.co.uk/page04/Y11revQs/
acidreactionequationsFHanswers.htm
FOLLOW-UP:
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ACTIVITY 5
Corrosion investigation
INDICATOR
CONTENT
Students learn to:
T EACH I NG ST E PS
TN STUDENTS have completed activities involving practical investigations and writing general
A and balanced equations for a range of reactions including combustion, neutralisation
between acids and alkalis and between acids and carbonates and decompositions.
Z
THIS activity requires students to design and carry out a controlled investigation into a
factor that may affect (i.e. either increase or decrease) the rate of corrosion.
THIS open-ended investigation is carried out as homework over a four-week period.
ASSESSMENT ACTIVITY
Factors affecting the rates of corrosion
BASED ON ACTIVITY 5
INDICATOR
• write balanced chemical equations for a range of common reactions, using internationally
recognised symbols.
CONTENT
Students learn to:
• conduct investigations to demonstrate the following types of chemical reactions: combustion; corrosion;
decomposition; neutralisation reactions between acids and alkalis and acids and carbonates
• write equations representing common reaction types
ACTIVITY
This activity requires students to design and carry out a controlled investigation into a factor that may
affect (i.e. either increase or decrease) the rate of corrosion. This open-ended investigation is to be carried
out as homework over a two-week period.
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Part A
Write an information report of no more than 300 words about corrosion of metals. The information report
is to include:
■ an introductory paragraph that defines and describes corrosion in metals
■ one paragraph about the extent of the problem
■ at least one paragraph on the impact of the problem on society
■ at least a paragraph on attempts to control corrosion problems.
Part B
An experimental record that documents a practical investigation carried out over a period of time (at least
several days). It is to include:
■ an aim
■ equipment and materials used
■ procedure
■ results – with some documentary evidence, e.g. photographs or diagrams
■ discussion
■ conclusion.
ASSESSMENT CRITERIA
■
■
■
■
■
■
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Identified variables that need to be controlled.
Chose appropriate materials to carry out the investigation over an appropriate time period.
Discriminated between objective and subjective data and associated observations.
Critically analysed experimental design and reflected on process.
Presented an experimental report detailing a practical investigation into corrosion of a metal and made
effective use of diagrams.
Balanced equations about corrosion of metals, given the formulae of the reactants and products.
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STRAND
THE PHYSICAL WORLD
Students discuss Newton’s Laws of Motion in different contexts and examine a range of
simple machines. They describe different forms of nuclear radiation and their uses.
Student understanding is developed through a range of practical activities on these
concepts. Students observe a demonstration on the penetrating power of different
forms of nuclear radiation and conduct a research activity on the uses, properties,
advantages and disadvantages of nuclear radiation. They plan, design and conduct
investigations on projectile motion and the period of a simple pendulum.
ACTIVITY 6
Comparing alpha and beta particles
INDICATOR
• use a model of the atom to describe radioactive particles.
CONTENT
Students learn to:
• identify the different forms of nuclear radiation.
T EACH I NG ST E PS
Z ZZZZ
ZZ
Z ZZZZ
up and demonstrate, or use a video clip, showing a Geiger counter or scintillation
counter, using radioactive sources emitting alpha and beta particles.
FOR each source, demonstrate range in air and the effect of inserting materials of varying
thicknesses (paper, aluminium, lead) between the source and detector.
SET
research information about nuclear radiation (α, β and γ forms – advantages
and disadvantages, their nature and properties, mode of discovery and current uses)
from supplied texts, library or Internet resources.
THEY record information in table form.
STUDENTS
the development of the theory of atomic structure, using a timeline
incorporating Dalton, Thomson, Lenard, Roentgen, Rutherford, Geiger, Bohr,
Marsden and Curie.
DESCRIBE evidence identifying the nucleus as the source of nuclear radiation.
EXTENSION activities:
1. Describe Rutherford’s mousetrap experiment for identifying the nature of
alpha particles.
2. Research similarities and differences between x-rays and gamma rays as diagnostic
tools in medicine.
3. Use a Periodic Table and a nominated decay series to show how Uranium-238 turns
into Lead-206.
4. List radioactive materials used in medicine and state why they are useful.
5. Identify where Abu Dhabi obtains its radioactive sources for medical purposes.
DISCUSS
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ACTIVITY 7
Tracking a projectile
INDICATOR
• use Newton’s Laws of Motion to solve problems involving force, mass, acceleration
and inertia.
CONTENT
Students learn to:
• plan, design and conduct an investigation to show the relationship between distance,
time, speed and acceleration.
Z Z ZZZ
ZZ
DEMONSTRATE the motion of a marble moving horizontally along a bench then falling
over its edge.
LEAD a discussion about the forces acting on the ball before and after it leaves the bench,
and the impact they have on its motion.
COMPILE a list of quantities students believe stay the same, and those that change.
Students should recognise constant speed horizontally, but only gravitational force
acting vertically will accelerate it.
DESCRIBE an investigation to observe differences in horizontal and vertical motion.
STUDENTS:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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clamp a board (about 1 to 1.2 m long) vertically near the edge of the bench
tape a length of carbon paper to the board (carbon facing outwards)
tape a length of white paper over the carbon paper
mark the edge of the bench (height above floor) on the paper
connect a ramp to the bench, down which the marble rolls, launching it horizontally
allow the marble to roll down the ramp and strike the paper
check for a mark, and label it ‘1’
move the vertical board 5 cm away from the bench and roll the marble down the
ramp, again ensuring it strikes the paper
label its mark ‘2’
repeat several times, moving the board 5 cm further away from the bench each time,
and labelling each new mark sequentially
remove paper from the board and measure the distance between the bench top mark
and the mark made by carbon paper when the marble strikes the paper
record the measurements in a table beside the relevant horizontal distance (1 5 5 cm,
2 5 10 cm, 3 5 15 cm, etc)
graph these measurements (vertical distance against horizontal distance)
describe the shape of the graph, and compare it to the initial teacher demonstration.
students to use the data to answer the questions:
1. What general statement can you make about the horizontal speed of the marble?
2. What general statement can you make about the vertical speed of the marble?
ASK
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3. Why is it possible to compare these two speeds when the quantities measured were
horizontal and vertical distances?
4. What aspects of the ball’s motion have been ignored in this investigation?
LEAD a discussion about the results of the investigations, describing the possible effects
of friction, air resistance and rotational motion of the ball on the results.
GUIDE students to develop alternative procedures to measure the changing speed of a ball
falling vertically under the action of gravity, using strobe lights and photographing the
motion, or using data loggers.
TN FURTHER activities:
ICT 1. Do a virtual tour of the Science Museum in Florence to view Galileo’s apparatus for
measuring the motion of a ball down an inclined plane.
2. Access an Internet site/ applet modelling motion under the action of gravity.
3. Complete the design and conduction of an investigation of the motion of a
falling object.
ACTIVITY 8
Simple machines in everyday items
INDICATOR
and inertia.
CONTENT
Students learn to:
• investigate a range of simple machines, for example, levers, pulleys, gears, screw, wedge
and inclined plane, to make work easier.
T EACH I NG ST E PS
Z ZZZZ
ZZ
STUDENTS brainstorm a range of tools or devices found in the kitchen, garage or garden
shed, or view a large collection of these.
students a simple guide that outlines the principal features of the main groups of
simple machines ( levers, inclined plane, pulleys, gears).
STUDENTS use this guide to examine and/or use at least ten devices, such as scissors,
knife, rotary egg beater, nutcracker, bottle opener, rotary can opener, tin snips, secateurs,
screws, bolts, spanners, wheel brace, bicycle.
THEY use pulley systems to represent single fixed, single movable, and block and tackle
systems in order to observe the effect on direction of effort movement, direction of
load movement and relationship between load and effort force required to balance
each system.
THEY classify the ten different devices under the four main groups of simple machines.
GIVE
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Z Z ZZZ
ZZ
TN
discussion about observations, encouraging students to recognise subgroups,
such as three orders of levers, screws and wedges as inclined planes, and the concept of
mechanical advantage.
LEAD
STUDENTS annotate recorded observations, to indicate effort, load and fulcrum where
appropriate, and to classify each device as a speed or force magnifier.
activities:
• From pictures on a worksheet or OHP, classify a range of devices under the headings
of the various simple machines.
• Make Lego models of simple machines.
FURTHER
ACTIVITY 9
Launching and re-entry of spacecraft
INDICATOR
and inertia.
CONTENT
Students learn to:
• apply Newton’s Laws of Motion to rides in amusement parks, travelling in a car and
space exploration.
Z Z ZZZ
REVIEW Newton’s 3 Laws of Motion, emphasising the actions of contact forces and forces
acting at a distance.
REVISE difference between ‘mass’ and ‘weight’.
BRAINSTORM forces that need to be accounted for when launching rockets and the space
shuttle, or in having them return to Earth. These forces may include gravity, friction,
electrostatic, or cover concepts such as escape velocity, shape of craft.
DEVELOP, with student input, a list of key words to be used in an Internet search about
factors affecting the launch and/or return of spacecraft.
ZZ
STUDENTS:
ICT • identify one nominated force and some appropriate key words from the
assembled lists
• conduct an Internet search to compile sources of reliable information describing ways
that have been developed to overcome this force in the launching of spacecraft and/
or ensuring their safe return
• use this information to develop a short talk, to be presented to the class, and
accompanied by two resources (overhead transparencies, frames in a PowerPoint
presentation or posters) developed from the researched information
• deliver the talk, using the resources.
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TN
activities:
Research the number and type of satellites currently orbiting the Earth.
Research the return of ‘Skylab’ to Earth.
Evaluate the effectiveness of ‘recycling’ spacecraft and rockets.
Make and safely launch model rockets.
Analyse information about aborted or disastrous spacecraft launches and account for
the forces.
FURTHER
•
•
•
•
•
ACTIVITY 10
Period of a simple pendulum
INDICATOR
and inertia.
CONTENT
Students learn to:
• investigate Newton’s 2nd and 3rd Laws of Motion.
T EACH I NG ST E PS
applications of Newton’s 1st Law of Motion, in particular referring to the
A actions of forces.
OUTLINE investigations, encouraging students to identify possible variables.
REVIEW the setting up of a table to record results.
DEFINE the term ‘period’ in this context.
ZZZZZ
ZZ
REVIEW
STUDENTS:
• suspend a 500 g mass from the end of a string 1.5 m in length, securely tied to a hook
attached to the ceiling or wall
• move the mass sideways (approximately 10 cm from its rest vertical position) and
release it, allowing it to swing freely
• measure, using a stopwatch, the time taken for 10 complete swings
• record this value in a table
• repeat three times, and average the results
• divide this by ten to calculate the average period of oscillation of the pendulum
• repeat the procedure, keeping the string length constant but changing the mass
(for example, 200 g, 1 kg, 2 kg), then changing the length (for example 1 m, 2 m,
2.5 m) but keeping a constant mass
• write a paragraph identifying the factor(s) that affect the period of a pendulum
• from the results, predict the length of a pendulum that has a period of 2 seconds.
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TN
activities:
• Research the meaning of the term ‘seconds’ pendulum.
• Explain why the length of a ‘seconds’ pendulum varies at different points on the
Earth’s surface.
• Explain the action of a pendulum in terms of forces. On a diagram, indicate positions
of maximum and minimum force, maximum and minimum speed.
FURTHER
ASSESSMENT ACTIVITY
Period of an oscillating spring
INDICATOR
• use Newton’s Laws of Motion to solve problems involving force, mass, acceleration and inertia.
CONTENT
Students learn to:
• investigate Newton’s 2nd and 3rd Laws of Motion.
ACTIVITY
Students:
■ suspend a 50 g mass from the end of a spring, attached to a clamp
■ pull the mass downwards (approximately 3 cm from its rest vertical position) and release it, allowing it
to vibrate freely
■ measure, using a stopwatch, the average time taken for 10 complete vibrations, recording all
measurements in a table
■ calculate the period of oscillation of the mass
■ repeat the procedure, using the same spring but changing the mass, then changing the spring but
keeping a constant mass
■ write a full practical report, including a conclusion identifying the factor(s) that affect the period of a
mass vibrating on a spring.
ASSESSMENT CRITERIA
■
■
■
■
■
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Competently set up and used equipment.
Performed multiple trials.
Identified and trialled at least two independent variables, separately.
Correctly identified and controlled other variables correctly.
Documented the investigation in the form of a scientific report.
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STRAND
THE LIVING WORLD
Students examine evidence to support the theory of evolution and develop a timeline
that reflects the major evolutionary changes in life forms. They construct a model of the
DNA molecule and describe the effect of mutations on the code in DNA. Students
construct and interpret pedigrees and trace the inheritance pattern of a family trait.
ACTIVITY 11
Evidence for evolution
INDICATOR
• use the Theory of Evolution by natural selection to explain the origin of new species.
CONTENT
Students learn to:
• describe the theory of evolution by natural selection
• describe evidence that suggests that present-day species have evolved from
previous species.
T EACH I NG ST E PS
ZZZ
students a container with the following items or diagrams/photos: snail,
ammonite, slater, trilobite, bivalved shell, brachiopod, earthworm and peripatus.
GIVE
STUDENTS:
• divide the organisms into present-day and fossilised species
• match the fossil to its closest present-day relative
• report back to the class explaining their reasons for matching organisms together.
What is a fossil?
How did fossils form?
If they are buried, how do we find them to study them?
If there are similarities between the structures of fossils and present-day organisms,
what does this suggest about groups of organisms over time?
The Theory of Evolution suggests that species change over a long period of time. What
evidence is there to support the Theory of Evolution?
SET up a series of work activities (stations) around the room.
Z ZZZZ
DISCUSS
ZZZ
EXPLAIN
to students that they will be rotating around the stations, and that they are to
explain how the example at each station provides evidence for evolution.
STATION 1.
Series of diagrams showing 3 different stages of embryo development of 3 different
organisms. Students identify the 3 organisms represented and their respective embryos.
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STATION 2.
Diagrams of different forelimbs and some skeletons (if possible) of animals such as cat,
rabbit, human showing forelimbs. Students identify the main bones of the forelimb of
the human and then explain similarities and difference noticed in the limb of
other animals.
STATION 3.
Diagram of an Archaeopteryx (or other transitional fossil) and diagrams of reptiles and
birds and an evolutionary tree showing proposed link between groups. Students identify
the main features from each group.
STATION 4.
Timeline showing the beginning of the Earth as well as eras and periods when major
groups of organisms are proposed to have appeared on Earth. Students focus on the age
of the Earth and age when different organisms appeared on Earth.
STATION 5.
simulation of continental drift or map of the continents on Earth over
different time periods showing Pangaea, Laurasia and Gondwana. Students suggest how
the continents moving can influence evolution.
COMPUTER
ZZ
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answer the following questions:
How do each of the examples examined provide evidence to support the Theory of
evolution?
Natural Selection was a theory proposed by Charles Darwin to evolution.
Why would there be changes in characteristics to species over time?
Why not just stay as they are?
The environment is a changing place and so as the environment alters, the features that
were an advantage to the organism may not be any longer. But does an organism change
because it has to?
STUDENTS
RECOUNT
OUTLINES
TN
178
the story Lamarck and the long necks of the giraffe.
the main points of natural selection.
activity:
CONDUCT an investigation that models natural selection using jellybeans, beetle cards or
toothpicks.
FOLLOW-UP
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ACTIVITY 12
Timeline of evolution
INDICATOR
• use the Theory of Evolution by natural selection to explain the origin of new species.
CONTENT
Students learn to:
• develop a timeline to reflect the major evolutionary changes in life forms.
T EACH I NG ST E PS
TN
Z ZZZZ
ZZZ
TN
STUDENTS should already have outlined the Theory of Evolution and the evidence that
supports it. This activity builds on this understanding developing their ability to calculate
and use a scale.
the following questions and discuss students’ answers:
What is evolution?
Describe some evidence that scientists have to support this theory?
How does the age of the Earth support the Theory of Evolution?
How does finding fossils of the same group but of different ages support evolution?
What are Islamic views of evolution?
ASK
use fossil evidence to construct a geological time scale that allows them to
visualise when major groups of living things formed on Earth.
GIVE them the worksheet and information table (Worksheet 1 at the end of Grade 9
activities).
EXPLAIN that they cut their paper and attach it so that they have a 2m length which will
represent the period of time since the Earth was formed.
SHOW students how to calculate the scale and how to use the scale on their timeline
with the first example or two.
STUDENTS then calculate the intervals for each of their time periods, using the scale
modelled by the teacher. Drawing a line on their paper, they mark out the formation of
the Earth and then each of the time periods followed by the major evolutionary
developments at each period.
STUDENTS
FOLLOW-ON:
Students find pictures and images that show some of the organisms indicated at each
time period and they use their research skills to add more information at each period.
This is reported back to the class at a future time.
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ACTIVITY 13
DNA model
INDICATOR
• construct and use a model of the DNA molecule and a human karyotype to describe
inheritance.
CONTENT
Students learn to:
• relate the Watson-Crick model of DNA to the structure of chromosomes, genes
and mutations.
TN
THIS
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ASK
ZZZ
is an introductory lesson to DNA and its relationship to chromosomes and genes.
students:
What is the control centre of the cell?
How does the nucleus control the cell?
EXPLAIN that chromosomes are thread-like units that carry genetic information and
are mainly visible when the cell divides. Chromosomes are mostly made up of DNA.
DNA is a chemical structure that looks like a twisted ladder of repeating units. These
repeating units are called nucleotides and are made up of a sugar, phosphate and base.
There are only 4 bases in any DNA molecule but it is the order of these bases that is the
critical issue.
SHOW students a model of a DNA molecule, explaining the history of how it was
discovered.
EXPLAIN how the 4 bases; thymine, guanine, adenine and cytosine, pair together as
complementary bases.
groups string, paper clips and 4 different coloured pegs.
that the string represents the sugar, paper clips represent the phosphate and
the pegs represent the bases.
GIVE a key for the coloured pegs and the bases they represent.
GIVE
EXPLAIN
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180
make a DNA molecule of 10 bases long.
THEY then join their DNA models end to end to make one long model.
EXPLAINS that a gene is a section of the DNA and hence chromosome that codes for a
particular piece of information. So in the class model, the DNA strand is the entire
length. Each group’s section represents a gene, each one coding for a different trait such
as eye colour, hair colour, shape of face etc.
AN alternative activity is to use paper cut outs of each component of the nucleotide.
Students connect these pieces together to make a DNA molecule, colouring in the
complementary bases. Reference included below.
STUDENTS
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Z
Z ZZZZ
TN
AFTER students have made their model and are confident with the structure, they can
access the following website:
http://nobelprize.org/educational_games/medicine/dna_double_helix/index.html
HERE they play an interactive game to construct DNA molecules and match them to
their respective organisms. It reinforces their understanding of complementary bases.
If there are only 4 bases, how does DNA hold so much information?
How does the cell decode the DNA?
What is a gene?
What is a mutation? How could a mutation happen?
EXPLAIN that the bases are read in groups of three called codons. Each codon represents
an amino acid. It is the linking of amino acids in a particular order that determines the
information that the cell will act on. Hence it is all related to the order of the bases. Any
change to that order will change the order of the type of amino acids and, therefore, the
information that the cell is given.
ASK
FOLLOW-UP:
Students use the DNA molecules to demonstrate DNA replication and model how
mutations can occur.
REFERENCES:
http://www.dnaftb.org/dnaftb/
http://www.biotechnologyonline.gov.au/biotec/whatisdna.cfm
http://www.starsandseas.com/SAS%20Cells/DNA%20Replication/
dnarepli_modelprt.htm
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ACTIVITY 14
Mutations and karyotype analysis
INDICATOR
• construct and use a model of the DNA molecule and a human karyotype to
describe inheritance.
CONTENT
Students learn to:
• research the effects of mutations that occur in body cells and in gametes.
TN
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182
have previously constructed a model of DNA, described the basic structure
of the nucleotide and outlined DNA replication and meiosis. In this lesson, students
investigate what mutations are, how they occur and what effect they can have on the
offspring.
STUDENTS
students:
What is DNA?
Where is it located in the cell?
How many different bases are there?
What are the complementary bases?
How do so few bases code for all our genetic make-up?
How does DNA replicate?
EXPLAIN that a mutation is a change in the amount or structure of DNA and can be
brought about by errors in copying the DNA.
WRITE on the board: thecatatetherat
EXPLAIN that DNA is read in series of three bases at a time so the sentence can be
read as: the cat ate the rat
ASK what would happen if the T was removed from the beginning of the sentence.
THE answer is that the sentence no longer makes any sense. The same can be said for
DNA. If there is a change to the structure of DNA, it may no longer give the cell the
same information.
ANOTHER example can be found at the following website:
http://learn.genetics.utah.edu/units/disorders/mutations/
GIVE students the following information:
When two gametes fuse to form a new cell, the genetic material contained on the
chromosomes pairs together to provide the information for the new individual. As this
cell divides by mitosis, all cells in the body then have exactly the same information,
including any mistakes in the chromosomes that may have been passed on from one of
the two gametes. One of these body cells can be taken and photographed while
undergoing mitosis so that scientists can produce a karyotype. A karyotype is when the
chromosomes are all paired with their complements from largest to smallest. It allows
scientists to identify any chromosomal abnormalities.
ASK
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ZZ
each student a genetic disease such as Down syndrome, Klinefelter syndrome,
Turner syndrome, Cri du chat syndrome or Edwards syndrome. Students pair up
with another students who has been allocated the same disease and they research
information on:
• What chromosomal abnormality causes the disease?
• What does the karyotype look like for this disease?
• What are the symptoms?
• What is the life expectancy of the individual?
• Does it occur more in males or females?
STUDENTS then report back to the class on their disease research.
ALLOCATE
RESOURCES:
http://pulse.pharmacy.arizona.edu/10th_grade/dawn_new/science/karyotypes.html
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ACTIVITY 15
Pedigrees
INDICATOR
• construct and use a model of the DNA molecule and a human karyotype to describe
inheritance.
CONTENT
Students learn to:
• construct a pedigree showing an inherited trait.
TN
should have a basic understanding of inheritance, including the cell divisions
mitosis and meiosis, dominant / recessive, heterozygous/homozygous, genotype/
phenotype, punnet squares, chromosomes and mutations.
Z
draw their family tree including at least three generations (i.e. parents,
siblings, and any other close relatives like grandparents, aunts, uncles and cousins).
Z Z ZZZ
STUDENTS
STUDENTS
that, in science, family trees are called pedigrees and we use specific symbols to
represent individuals rather than their names. Refer to the key at the end of this activity.
DRAW this example on the board to show how the symbols are used:
TWO sets of grandparents, mother, father, older sister and younger brother and
self (girl).
EXPLAIN
I
1
3
2
4
II
2
1
II
1
Z
Z Z ZZZ
184
2
3
convert their family tree into a pedigree.
EACH generation is identified using roman numerals and the individuals are identified
using numbers. So that self is labelled as III2.
STUDENTS label their pedigrees.
STUDENTS
the following questions and discuss student responses:
What are chromosomes and where are they located in the cell?
How are characteristics such as eye colour passed on from one generation to the next?
ASK
25/7/07 10:34:12 PM
What is the difference between a dominant and recessive characteristic?
What is the difference between phenotype and genotype? Give an example.
What is the difference between homozygous and heterozygous?
Is it possible for a trait to skip a generation? How could this happen?
GIVE out student worksheet of a pedigree showing a particular characteristic
(Worksheet 2 at the end of Grade 9 activities).
EXPLAIN that the coloured circles and squares represent individuals that are albinos,
that is, they lack pigmentation in the skin. This characteristic does not appear in the
second generation.
What does this tell you about the characteristic? Is it dominant or recessive?
WORK through the example to identify the genotypes of each individual, stressing that
there are some individuals who could be heterozygous or homozygous dominant.
GIVE students more examples of characteristics shown in pedigrees with questions to
work out the genotypes of particular individuals. These may be sourced from:
http://www.biology.ualberta.ca/courses/biol207/uploads/winter07/lecture/b2/
good/lecture_notes/Human_Pedigree_Problems.pdf
http://www.ucl.ac.uk/~ucbhjow/b241/mendel_1.html
GIVE a list of inherited traits and ask students to pick one.
THEY find out which family members have the trait or not and add this information to
the family pedigree they constructed at the beginning of the lesson.
STUDENTS report back to the class on their family pedigree and the trait that they
investigated.
Key for Human Pedigrees
female
affected female
male
affected male
female
offspring
(oldest to youngest
left to right)
twins
identical twins
185
25/7/07 10:34:12 PM
ASSESSMENT ACTIVITY
Pedigree construction
INDICATOR
• construct and use a model of the DNA molecule and a human karyotype to describe inheritance.
CONTENT
Students learn to:
• construct a pedigree showing an inherited trait.
ACTIVITY
■
Draw the pedigree that represents the following information:
Faris and Abir have a daughter who is 10 years old and a son who is 14 years old. Abir has two older
brothers, Ammar, the eldest, and Mohammad, and one younger sister, Sahar.
Sahar is also married with two sons. Abir’s father suffers from a condition called Phenylketonuria (PKU),
which is an autosomal recessive condition. PKU is a disease where the body does not properly break
down an amino acid called phenylalanine, due to the absence of an enzyme called phenylalanine
hydroxylase. Mohammad, Sahar and Abir’s daughter also have the condition.
ASSESSMENT CRITERIA
■
■
■
■
■
■
186
Used correct symbols for males and females.
Indicated each generation in the pedigree.
Included all names correctly.
Relationships between members were correct.
First child born was correctly indicated.
Pedigree showed correct inheritance pattern for the disease.
25/7/07 10:34:13 PM
STRAND
EARTH AND SPACE
Students discuss the greenhouse effect, and research its causes and effects on life on
Earth. They examine theories to explain mass extinctions of life forms in the past,
study geostationary satellites as a communication tool. They research and evaluate
the many spin-offs that were invented as part of the space program and construct a
model showing the life-cycle of stars and create a formatted pamphlet on theories for
mass extinctions.
ACTIVITY 16
The greenhouse effect
INDICATOR
• describe natural events and cycles that lead to extinctions and the evolution of
new life forms.
CONTENT
Students learn to:
• explain causes of the greenhouse effect and its effects on life on Earth.
T EACH I NG ST E PS
TN
THIS
activity introduces the greenhouse effect.
access to a computer and the Internet.
PROVIDE
access suitable websites and summarise, in point form, the main causes of the
ICT greenhouse effect. For example:
http://earthguide.ucsd.edu/earthguide/diagrams/greenhouse/
http://www.sciencemuseum.org.uk/exhibitions/energy/site/EIZInfogr9.asp
ALTERNATIVELY, provide students with questions that help them focus on the
information provided on the website. Some questions could include:
1. What type of radiation is involved in the greenhouse effect?
2. Identify any form(s) of energy that is transformed to create the greenhouse effect.
3. What role do our atmospheric gases play in the greenhouse effect?
4. What are some consequences of the greenhouse effect?
5. Draw a diagram/use labels to illustrate your understanding of the greenhouse effect.
WHEN students have finished their summary or answering the questions, place the
following questions on the board for students to consider:
• Who is the author of this website?
• What qualifications do they have?
• When was the website last updated?
• Is the information from this website reliable? How do you know?
• What would you do to check if this information was reliable?
• Look at the URL (web address) – what information does the web address provide?
Z
STUDENTS
187
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ACTIVITY 17
Mass extinctions – a museum guide
INDICATOR
• describe natural events and cycles that lead to extinctions and the evolution of
new life forms.
CONTENT
Students learn to:
• describe how catastrophic events known as mass extinctions have occurred during the
evolution of life on Earth.
TN
Z Z ZZZ
STUDENTS have learned about natural selection and the Theory of Evolution. This activity
requires them to examine different theories as to why many animals and plants became
extinct and to justify the theory they feel is most plausible.
students the assignment:
‘You are to develop an information pamphlet for use by people wandering through the
Al Ain Museum. The pamphlet outlines the suggested reasons for the extinction of most
of the prehistoric animals and plants.’
GIVE
need access to computers and the Internet, a range of textbooks,
encyclopaedias.
ICT GIVE them the criteria against which the pamphlet will be evaluated:
• correct formatting
• title
• appropriate header and footer
• legible font
• borders around the page
• borders around graphics
• all information must fit on one US letter-sized sheet of paper (double sided).
SCIENTIFIC explanation
• a summary of the different theories
• evidence to support each theory
• specific examples of animals and plants that became extinct, and how this extinction
can or cannot be explained by each theory
• specific geological eras during which extinctions occurred
• appropriate graphics
• what the future holds for humans.
Z
188
STUDENTS
25/7/07 10:34:13 PM
ACTIVITY 18
Geostationary satellites
INDICATOR
• describe recent developments in our understanding of our Solar System and the
universe gained from our use of technologies.
CONTENT
Students learn to:
• describe geostationary satellites in relation to their positions and uses.
T EACH I NG ST E PS
TN
IN earlier grades, students learned about the tools of the astronomer and they should have
an understanding of rockets, satellites and radio-telescopes and the information these
tools have provided about our Solar System and the universe.
access the following, or similar, sites and summarise information about
ICT geostationary satellites.
Z
STUDENTS
WEBSITE 1
http://www.classzone.com/books/earth_science/terc/content/investigations/esu101/
esu101page03.cfm
What are the two common types of satellite orbits?
Which satellite takes one day to revolve around the Earth?
WEBSITE 2
http://www.rkm.com.au/ANIMATIONS/animation-satellite.html
Give an example of a natural satellite.
How many geostationary satellites are needed to cover the Earth’s surface?
How can a satellite remain over the one point on the Earth’s surface when both the
Earth and the satellite are moving?
Identify one use of a geostationary satellite.
Identify one advantage of a geostationary satellite.
Suggest how we view a ‘live telecast’ on TV from another part of the world.
WEBSITE 3
http://www.newmediastudio.org/DataDiscovery/Hurr_ED_Center/Satellites_and_
Sensors/Geostationary_Orbits/Geostationary_Sat.html
At what speed do geostationary satellites travel?
At what height above the ground do geostationary satellites orbit the Earth?
What are two uses of geostationary satellites, other than communication?
189
25/7/07 10:34:14 PM
ACTIVITY 19
Model of the life-cycle of a star
INDICATOR
CONTENT
Students learn to:
• describe the life cycle of a star
• identify that the colour of stars is indicative of their relative surface temperature
and size.
TN
Z ZZ
ICT
190
earlier grades students have studied the Newtonian model of the Solar System and
studied the distinguishing features of planets and other bodies within and outside of
the Solar System. Students have also studied the Big Bang theory to explain the origin of
the universe.
IN
work in small groups to construct models representing the life cycle of a star.
team then presents and justifies their model to the class.
In their research they need to examine:
• gas(es) from which stars form
• colour, size and temperature of different stars
• sequence in the life cycle of different stars
• names of some stars.
The model must be created from readily available materials.
ASK groups to plan and sketch their models and show them to you before they begin to
make them.
There are a number of suitable websites to assist, including:
http://aspire.cosmic-ray.org/labs/star_life/starlife_main.html
CRITERIA against which the models and presentation will be judged include:
• scientific features identifiable in the models
• depth of understanding identified from only the models
• sequencing in the life cycle of the star models
• structure of a star in the models
• justification for the models in the presentation.
STUDENTS
EACH
25/7/07 10:34:14 PM
ACTIVITY 20
The ‘spin-offs’ of the space program
INDICATOR
CONTENT
Students learn to:
• describe the uses in everyday life of materials, technology and products that were
invented as part of the space program.
T EACH I NG ST E PS
TN
STUDENTS have had experience in researching, extracting and presenting information
obtained from various sources, including the Internet.
research the implications of space exploration to society and develop a
ICT multimedia presentation to accompany an oral presentation on spin-offs from space
A exploration and research.
PROVIDE students with textbooks, and access to the school library and the Internet.
STUDENTS could access the following websites to begin their search:
http://www.esa.int/esaKIDSen/Spacespinoffs.html
http://www.look-to-the-skies.com/space_program_spinoffs.htm
http://www.emints.org/ethemes/resources/S00000269.shtml
http://spaceplace.nasa.gov/en/kids/spinoffs2.shtml
Z
STUDENTS
191
25/7/07 10:34:14 PM
ASSESSMENT ACTIVITY
Presentation on spin-offs from space exploration and
research
INDICATOR
• describe recent developments in our understanding of our Solar System and the universe gained from
our use of technologies.
CONTENT
Students learn to:
• describe the uses in everyday life of materials, technology and products that were invented as part of the
space program.
ACTIVITY
Develop a multimedia presentation to accompany an oral presentation on spin-offs from space exploration
and research.
CRITERIA FOR RESEARCH SKILLS
■
■
■
■
Included a bibliography.
Identified different sources of information in the bibliography.
Justified the reliability of information obtained from various resources.
Extracted only relevant information.
CRITERIA FOR THE MULTIMEDIA PRESENTATION
■
■
■
■
■
■
Identifies three spin-offs.
Identifies the original product, process or principle for each spin-off.
Describes the scientific principle involved in each spin-off.
Identifies applications of each spin-off in society.
Includes relevant graphics.
Maximum of 10 slides.
CRITERIA FOR THE ORAL PRESENTATION
Scientific accuracy
■ Used scientific terms.
■ Identified at least two applications for each spin-off.
CRITERIA FOR PRESENTATION SKILLS
■
■
■
■
■
■
192
Did not read the text from most slides.
Justified the societal need or not for each spin-off.
Presentation was between 3–5 minutes.
Faced the audience when speaking.
Appropriate position in relation to audience.
Brought in examples of spin-offs.
25/7/07 10:34:15 PM
Geologic al Time Line Prac tic al Ac tivity
Aim:
To construct a geological time line, to scale, of the main events that occurred during the evolution of life
on Earth.
Method:
1. Cut two pieces of paper in half, lengthwise, and tape the 4 pieces end-to-end so you have one long strip
which is at least 200 cm long (i.e. 200 cm 3 20 cm)
200 cm
2. Draw a line with a black texta down the middle of the strip.
3. On the attached sheet, calculate the scale for 1 million years:
given that 4600 million years 5 200 cm
Hint:
4600 million years 5 200 cm
1 million years 5
200
cm
4600
4. Calculate the distance on your scale from the present for each period and era.
5. Transfer the information on to your timeline including periods, eras, as labelled ranges, and the
major evolutionary changes for each interval.
25/7/07 10:34:15 PM
wo r ks he et 1 grade 9 ac t i vi t y 12
(continued)
Geo l o g ica l Time Line Pra ctica l Activ ity
Evolut ion of Organisms since th e Earth first fo rmed
What is the scale that you will use to construct the timeline?
Scale:
1 million years 5 ______________ cm
Period
Millions of years ago
Distance on our scale
Evolutionary development
4600
• formation of the Earth
3800
• first unicellular cells
Cambrian
600
• oldest invertebrates
• trilobites dominate
Ordovician
500
• abundant corals
• first jawless fish
• algae
Silurian
435
• trilobites common
• first jawed fish
• first spore bearing plants invade land
Devonian
410
•
•
•
•
age of fishes (abundant sharks and bony fish)
first winged insects
first amphibians
primitive land plants
Carboniferous
360
•
•
•
•
age of amphibians
first reptiles appear
coral reefs form
extensive swamp forests
Permian
280
• first land vertebrates
• extinction of trilobites
Triassic
230
•
•
•
•
•
Jurassic
180
• birds appear
• primitive mammals appear on land dinosaurs
abundant
• modern conifers appear
Cretaceous
135
• extinction of dinosaurs and many other
reptiles
• flowering plants appear
• cone bearing plants decline
• mammals diversify
• modern bird appears
Tertiary
65
• mammals diversify
• tropical vegetation widespread
Quaternary
2
• extinction of large mammals
• first humans
Precambrian
extinction of primitive amphibians
dinosaurs appear
first turtles and crocodiles
primitive mammals appear
cone bearing trees dominate
25/7/07 10:34:15 PM
Pedigrees
I
1
2
4
3
II
1
2
II
1
2
1
2
3
4
I
Individual
Possible Genotypes
Individual
I1
III1
I2
III2
I3
III3
I4
III4
II1
IV1
II2
IV2
Possible Genotypes
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25/7/07 10:34:16 PM
DEFINIT IO NS
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cloze passage text that contains systematically
deleted words. The Cloze procedure is used to
determine what students already know about a
given topic and to assess their prior knowledge and
language competence.
collate assemble into meaningful groups.
concept map visual arrangement of major
concepts from a text or lecture. Lines are drawn
between associated concepts, and relationships
between the connected concepts are named.
Concept mapping is a technique for visualising the
connections between concepts.
demonstration practical activity performed by
the teacher, an individual student or a small group
of students. Can be used to show a procedure, as
the basis for a class discussion, or due to safety
concerns, performed only by the teacher.
dichotomous key listing of structural
characteristics of organisms, organised in such a way
that an organism can be identified or classified. The
key uses a succession of paired choices which lead
progressively to the identification of the organism.
investigation experiment involving the
identification of dependent and independent
variables; controlling variables; manipulating
equipment; recording measurements.
matching exercise matching a word to its
meaning.
molecular models kit that contains ‘balls’
representing some of the more common elements.
These balls are differently coloured and have
extensions and openings that represent bonding
sites.
open-ended investigation practical activity to
be completed by the student in their own time.
playdough coloured material (semi-solid
mouldable plastic) which students can shape.
post-it notes small pieces of paper onto which a
reminder, short sentences or important points may
be written. These pieces of paper have a sticky
backing.
prior knowledge what students already know
about a concept.
research identify appropriate sources of
information, select what is relevant, determine the
reliability of the information, and summarise the
information in their own words.
scaffold ‘frame’ onto which students add more
detail as their understanding increases.
work stations activities organised around the
room. Students begin at one station, complete the
activity as instructed and then progress to another
station. Often used to develop student
understanding of a concept and also used as a test
of manipulative skills.
6–9 SCIENCE TEACHER RESOURCE
199
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