Year 10 Science Planned Scope & Sequence
Week
1
2
3
4
5
6
Term
10.1 Motion
1
Term
10.2 Waves and Light -Exam
Half Yearly
2
Continue
Revision
Exam
Term
3
7
8
9
10.5 Chemistry--Continue
11
10.2 Waves and Light
10.3 In The Beginning
10.4 Evolution and Genes
Term
4
10
10.5 Chemistry
Yearly Exam
10.5 Chemistry and / or Class Projects
Year 10 Science Assessment Spread
Week
Term 1
1
Term 4
3
4
5
6
Pre test
Motion
Term 2
Term 3
2
Post test
Waves &
light
Pre test
Evolution
& Genes
Chemistry
--Continue
Ass task 2- Half
Yearly
Exam-15%
7
8
9
Ass task1First Hand
Investigati
on-30%
Post test
Motion
Pre test
Waves
and light
Pre test
In the
Beginnin
g
Ass task
3Practical
Test20%
Ass task
4Library
Research
-15%
Post test
Evolutio
n&
Genes
Ass task 5- Yearly
Exam-20%
Chemistr
y-Continue
10
Post test
Chemistry
11
Post test
In the
Beginnin
g
Pre test
Chemistry
Class Projects
Unit Title:
10.2 Chemical Sciences
Stage 5
Year 10
Suggested Unit Length:
Unit Context:
Literacy Text Type Focus (General Capability)
Numeracy Focus (General Capability)
Vocab List:
ICT (General Capability)
Creative and Critical Thinking (General Capability)
Personal and Social Capability (General Capability)
Ethical Behaviour (General Capability)
Intercultural Understanding (General Capability)
Aboriginal & Torres Strait Islander histories and cultures (Cross-curriculum priorities)
Asia and Australia’s engagement with Asia (Cross-curriculum priorities)
Sustainability (Cross-curriculum priorities)
Links to other learning areas (English, Maths, History)
Homework
Assessment
Target Outcomes:
Unit Overview:
Students
learn
about:
Students learn to:
A) Chemical Sciences –
ACSSU186

Integrated learning experiences,
instruction and assessment:
Resources:
Evidence of learning:
Feedback:
The atomic structure and properties of elements are used to organise them in the Periodic Table (ACSSU186)
recognising that elements in the
same group of the periodic table
have similar properties
Think/Pair/Share- Students think and
discuss different elements they know of.
How do we put these elements together?
Students have a copy of the periodic table.

Students reflect their
previous knowledge of
elements.

Self reflection on
previous
knowledge.
Sc world 10 page
189

Students use text book
as a guide to colour
code the chemical
groups.

Teacher guidance
on colour coding
the periodic table.
Internet

Students research
information to complete
scaffold.

Teacher oral and
written feedback on
the researched
information.
Self knowledge
Sc world 10 page
189
Students colour code different chemical
families on the periodic table.
Students complete a scaffolded activity on
the discovery of the Periodic table.
Students deconstruct the periodic table- (
groups, periods, metals, metalloids etc)
WEB watch- students do an internet
research on a choice of their element.
( discovery, properties etc).
Sc world 10
page191
Sc world 10 page
ACSSU186

describing the structure of atoms
in terms of electron shells
Atomic structure
Students use text to draw a timeline to
outline the discovery of the atomic structure.
Students sequence a series of provided
diagrams demonstrating the discovery of the
atomic models.
191 and internet

Students use a suitable
website to do favourite
element search.

Teacher oral
feedback on
website research.
Teacher notes

Students use text to
draw timeline.

Self/peer evaluation
of the timeline.
Teacher notes
Students watch a video to see how the
atomic model has change over time.
Internet

Students watch video to
visualise information
better.

Teacher oral
feedback on the
video.
Students use text and teacher notes to draw
the current structure ( model) of an atom,
showing sub-atomic particles
Sc world 10 page
191, 192

Students draw a
labelled diagram of an
atom.

Teacher oral
feedback on the
concept.

Students use template
to outline a summary of
elements on the
periodic table.

Teacher oral
feedback during
flowchart
construction.
Teacher
worksheet


Teacher oral
discussion on
correct answers.
Sc world 10 page
193
Students draw atomic
diagrams to show
understanding of
concept.

Students complete
extra work to better
understand the concept
of atomic diagrams

Teacher oral
feedback on
corrections.

Students take notes as
a reference.

Teacher oral
explanation
With teacher guidance, students learn about
electron shells in different atoms.
After reading- Identifying characteristicsStudents complete an overview ( flowchart),
on putting different elements on the
flowchart
Sc world 10 page
192
Sc world 10
pages 194, 197
Overview
template on sc
world 10 page 71
Students do a worksheet on drawing atomic
diagrams for different elements
Students do check activities to revise their
work on periodic table
ACSSU186

explaining how the electronic
structure of an atom determines
its position in the periodic table
and its properties
Atomic structure and properties of atoms
Teacher describes and explains that each
element has a place on the periodic table
Sc world 10 page
192
because of their electrons on the shells.
Investigation- students perform an
experiment to observe the properties of a
few elements.
( Burning magnesium and aluminium)
ACSSU186

investigating the chemical
activity of metals
Teacher
resources

Students follow a
procedure to observe
the differences.

Self/ teacher
feedback on the
outcome of the
investigation.
After reading- exercise on translating from
text to form – students use information from
text to complete a table to compare to group
7 and 8 elements.
Sc world 10
pages 198- 200

Students use
information from book
to complete table.

Teacher oral
feedback on table
completion.
Extras- Students complete a cartoon on
allotropes
Sc world 10
workbook page
72

Students use text to
complete cartoon.

Self/ peer
evaluation of the
cartoon.
Sc world 10 page
194

Students use text and
diagrams to describe
properties of metals.

Teacher oral
feedback on
properties of
metals.
Sc world 10 page
195

Students follow a
procedure to
investigate metal
properties.
Students list metals in
order of reactivity.

Teacher oral
guidance on
carrying out the
investigation.

Teacher oral
feedback and
guidance on the
investigation.

Self/ peer
conclusion of the
Metals and non-metals
Students use text to describe the special
properties of metals.
Investigation- Observing metal properties (
students carry out investigation to find out
properties of different metals and sort them
out in order of reactivity).
Table template
on sc world 10
page 72

Reactive and transition metals
Students read and write notes on different
groups of metals.
Sc world 10 page
196 197
Investigation- Students carry out an
investigation to observe the reactivity of
alkaline earth metal with water.
Sc world 10 page
196
Students copy the reactivity arrow.
Sc world 10 page
203
Investigation- students carry out an
Sc world 10 page

Students follow a
procedure to
investigate metal and
water reaction.

Students follow a
B) Chemical Sciences –
investigation on observing flame colours
produced by different metals
197
procedure to carry out
flame test.
Non- metals- students read text and identify
special properties of non-metals.
Sc world 10 page
198 – 200

Students summarize
information on
properties of nonmetals
Activity- students make a model of a
buckyball.
Sc world 10 page
201

Students use a
template to construct a
buckyball.
flame test
investigation.

Teacher guidance
on completion of
summary.

Self/ peer
evaluation on
construction of a
buckyball.
Different types of chemical reactions are used to produce a range of products and can occur at different rates (ACSSU187)
ACSSU187

investigating how chemistry can
be used to produce a range of
useful substances such as fuels,
metals and pharmaceuticals
ACSSU187

predicting the products of
different types of simple
chemical reactions
sc world 10 page
163

Students make
observations and share
with the class.

Self observation.
Relationship between chemical bonds and
reactions.
- Teacher explains the fact that
reactions happen due to atoms,
molecules and ions.
Students write a summary on formation of
ions.
Sc world 10 page
164

Students use text and
explanations to write a
summary.

Teacher oral
feedback on ionic
bonding.
Ionic bondingstudents draw cartoons to understand the
concept of ionic bonding
Sc world 10 page
165, 166

Students draw cartoons
to show understanding.

Self evaluation of
the cartoon.
Reactions, reactants and products
Teacher demonstration- mix two chemical
together and the students make some
observations. ( Example, acid and universal
indicator).
Think/Pair/Share- students explain what
happened in the beaker to have that reaction
happen?
Sc world 10 page
165

Students write three
interesting observations
from the video.
Investigation- students carry out
investigation to find out the products formed
from a solution.
Sc world 10 page
167

Students write their
observations for this
investigation.
Students test their understanding by doing
check activities.
Sc world page
170
WEB watch - Students watch a video on
Formation of sodium chloride.

Teacher oral
feedback on the
video.

Teacher oral
feedback on correct
procedure and final
resulst
Teacher explanation on the concept of
reactants and products. ( By using
examples)

Students use text to
show understanding.

students use teacher
explanations to write
chemical formulas.

Teacher oral
feedback during
writing formulas.

Teacher oral
guidance during
model construction.

Teacher oral
guidance during
construction.

Teacher oral
feedback during
investigation.
G&T- Students compare the different types
of bonds, ( metallic and covalent).
ACSSU187

using word or symbol equations
to represent chemical
reactions
Chemical reactions and equations
With teacher guidance, students write
chemical formulas for different compounds.
Sc world 10 page
171
Students name some molecules and their
formulas.
Sc world 10 page
171. 172
Activity- students use molecular kit to
construct models of different molecules.
Students use these models to complete a
table on the formula, types of atoms and
total number of atoms in each compound.
Teacher
resources

Students construct
molecular models to
understand formation.
Chemical equations ( word/symbol)
With teacher guidance, students write some
simple chemical equations.
Sc world 10 page
175, 176

Students construct
simple word and
chemical equations.
Activity- Students use paper/cardboard cutouts to make models of chemical reactions.
Sc world 10 page
177

Students follow
procedure to carry out
some reactions and
interpret the results
Investigation- students use some safe
chemicals to carry out some chemical
reactions.
Students list down the:
-Reactants and reactants of each reaction.
- All observations
- write a word and a chemical equation to
ACSSU187

investigating the effect of a
range of factors, such as
temperature and catalysts, on
the rate of chemical reactions
represent each reaction
( possible reactions)
 Magnesium in air
 Acid and metal
 Burning paper
 Acid on carbonates
 Decomposition of copper
 Precipitation
Sc world 10
pages 180, 181
Factors affecting the rate of reaction
Under teacher guidance, students carry out
several chemical reactions by changing a
variable.
Teacher notes

Students interpret and
reason out each
reaction.

Teacher oral
guidance during
investigations.
Example- different concentration of acids to
observe acid metal reaction.
- Rusting of iron nail in water having
different temperatures.
- Yeast as a catalyst
Unit Title:
Stage 5
10.2 Chemical
Sciences
Year 10
Stage 5 Outcomes
A student:
Science
Understanding
Science as
Human
Endeavour
Suggested
Unit Length:
Unit
ACSSU149
ACSSU150
The transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)
The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)
ACSHE191
ACSHE191
ACSHE191
ACSHE191
ACSHE191
ACSHE191
ACSHE192
ACSHE192
ACSHE192
ACSHE192
ACSHE194
ACSHE194
ACSHE194
considering the role of different sources of evidence including biochemical, anatomical and fossil evidence for evolution by natural selection
investigating the development of the Watson and Crick double helix model for the structure of DNA
investigating the history and impact of developments in genetic knowledge
investigating the development of the periodic table and how this was dependent on experimental evidence at the time
considering the role of science in identifying and explaining the causes of climate change
recognising that Australian scientists such as Brian Schmidt and Penny Sackett are involved in the exploration and study of the universe
recognising that the development of fast computers has made possible the analysis of DNA sequencing, radio astronomy signals and other data
considering how computer modelling has improved knowledge and predictability of phenomena such as climate change and atmospheric pollution
researching examples of major international scientific projects, for example the Large Hadron Collider and the International Space Station
considering how information technology can be applied to different areas of science such as bioinformatics and the Square Kilometre Array
describing how science is used in the media to explain a natural event or justify people’s actions
using knowledge of science to test claims made in advertising
considering the scientific knowledge used in discussions relating to climate change
ACSHE194
ACSHE195
ACSHE195
ACSHE195
ACSHE195
ACSHE195
ACSHE230
ACSHE230
ACSHE230
ACSHE230
ACSHE230
Science
Inquiry
Skills
ACSIS198
ACSIS198
ACSIS198
ACSIS198
ACSIS198
ACSIS199
ACSIS199
ACSIS199
ACSIS199
ACSIS199
ACSIS199
ACSIS200
ACSIS200
ACSIS200
ACSIS203
ACSIS203
ACSIS203
ACSIS204
ACSIS204
ACSIS205
ACSIS205
ACSIS205
ACSIS206
ACSIS206
ACSIS206
ACSIS208
ACSIS208
ACSIS208
evaluating claims relating to environmental footprints
predicting future applications of aspects of nanotechnology on people’s lives
recognising that the study of the universe and the exploration of space involve teams of specialists from the different branches of science,
engineering and technology
considering how the computing requirements in many areas of modern science depend on people working in the area of information technology
investigating the applications of gene technologies such as gene therapy and genetic engineering
recognising that scientific developments in areas such as sustainable transport and low emissions electrical generation require people working in a
range of fields of science, engineering and technology
investigating technologies associated with the reduction of carbon pollution, such as carbon capture
considering innovative energy transfer devices, including those used in transport and communication
investigating the use and control of CFCs based on scientific studies of atmospheric ozone
recognising that financial backing from governments or commercial organisations is required for scientific developments and that this can
determine what research is carried out
considering the use of genetic testing for decisions such as genetic counselling, embryo selection, identification of carriers of genetic mutations
and the use of this information for personal use or by organisation such as insurance companies or medical facilities
developing hyoptheses based on welldeveloped models and theories
using internet research to identify problems that can be investigated
formulating questions that can be investigated within the scope of the classroom or field with available resources
developing ideas from students own or others' investigations and experiences to investigate further
evaluating information from secondary sources as part of the research process
combining research using primary and secondary sources with a student's own experimental investigation
using modelling and simulations, including using digital technology, to investigate situations and events
Deciding how much data are needed to produce reliable measurements
considering possible confounding variables or effects and ensuring these are controlled
identifying the potential hazards of chemicals or biological materials used in experimental investigations
identifying safety risks and impacts on animal welfare and ensuring these are effectively managed within the investigation
selecting and using probes and data loggers to record information
applying specific skills for the use of scientific instruments
identifying where human error can influence the reliability of data
using spreadsheets to present data in tables and graphical forms and to carry out mathematical analyses on data
describing sample properties (such as mean, median, range, large gaps visible on a graph) to predict characteristics of the larger population,
acknowledging uncertainties and the effects of outliers
exploring relationships between variables using spreadsheets, databases, tables, charts, graphs and statistics
using primary or secondary scientific evidence to support or refute a conclusion
constructing a scientific argument showing how their evidence supports their claim
evaluating the strength of a conclusion that can be inferred from a particular data set
distinguishing between random and systematic errors and how these can affect investigation results
identifying alternative explanations that are also consistent with the evidence
researching the methods used by scientists in studies reported in the media
judging the validity of science related media reports and how these reports might be interpreted by the public
describing how scientific arguments, as well as ethical, economic and social arguments, are used to make decisions regarding personal and
community issues
using the internet to facilitate collaboration in joint projects and discussions
constructing evidence based arguments and engaging in debate about scientific ideas
presenting results and ideas using formal experimental reports, oral presentations, slide shows, poster presentations and contributing to group
discussions