Taihape Area School Science Unit Plan
Unit Title/Context:
Year: 11
Level: 6
Practical Investigations
Curriculum aspects supported in this unit:
Duration: 6 weeks
(concurrent with the science being taught at the time)
How this unit supports the aspects:
Vision
Confident: Understanding how the world works allows
students to investigate responsibly, predict and evaluate
results with confidence and have the resilience to re-check.
Connected: Understanding of how science is used to support
everyday life and influence decisions made
Actively Involved: Actively thinking about the decisions they
make on products they use and buy such as antacids and
antibacterial treatments, and using their knowledge to
question advertising and “scientifically shown” statements
used in the media.
Lifelong learners: Using understanding of chemistry to
continue to question choices that are presented to them
through the media
Students are actively encouraged to think about these
aspects of the curriculum vision by:
 Try investigations for themselves
 Predict what will happen and evaluate results and repeat
if necessary and link ideas to their every-day environment
 Think about results in terms of what was expected after
the advertising of products being tested
 Continue to apply scientific thinking to advertising and
popular media information.
Principles
The school culture is one of inclusiveness and selfresponsibility and the science program reflects this.
Students are encouraged to think about how what they are
learning is important for future decisions they make and we
make as a community or nation.
Students are made to feel welcome and their opinions are
listened to regardless of background. All students are
encouraged to participate and to expand their understanding
from whatever place they start.
Cross curricular links are discussed in terms of how things
are advertised and how language is used in an often
misleading way to make people think that the words makes
the product infallible.
To encourage the understanding that “scientifically proven”
is only acceptable with supporting evidence provided
through rigorous investigation.
Coherence develops also through spiral learning pathways in
science. This topic feeds into L2 sciences. Students are made
aware of this to aid future course choices
Values
In science integrity is encouraged in terms of truthful recording of data and drawing conclusions
Excellence is encouraged as students look towards their future goals and what they need from science in order to
achieve them
Innovation and inquiry is encouraged through planning and designing experiments and investigations to help find
answers to questions
Equity and diversity is supported by providing opportunities to learn, that recognize that each student carries
their own history of learning and their own baggage. Students are also encouraged to respond to peers with
respect for their views and beliefs as well as recognition of different learning histories and needs.
In all areas of study, links are made to the importance of sustainability and responsible management of our
environment and our resources.
Strand(s): Nature of Science
Achievement Objectives
Investigating in science
Develop and carry out more complex investigations, including using models.
Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables.
Begin to evaluate the suitability of the investigative methods chosen.
Understanding about science – Thinking with Evidence
 Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will
be interpreted through processes of logical argument.
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Key Skills:
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Increase understanding of dependent and independent variables and how to manage them in a practical situation
including how they will be set/measured
Justify the range of the independent variable
Describe control of other significant variables, how they are controlled and justify why they must be controlled showing
understanding of science ideas
Develop systematic, logical investigation plans
Record data systematically and accurately including units
Develop data processing skills including graphing, pattern seeking and trend seeking
Draw valid conclusions in terms based on the evidence presented by the processed data
Evaluate the validity of the conclusion in terms of the method used, the reliability of the results and whether or not it fits
the science ideas/expected outcomes
Design and carry out a practical investigation with direction (AS90925, 90930, 90935)
Key Vocabulary
Aim
Hypothesis
Variable
Controlled variable
Dependent variable
Independent variable
Trial
Feasible plan
Workable plan
Systematic
Recorded data
Processed data
Interpretation
Conclusion
Evaluation or discussion
Links to other Units:
This scientific investigation can be carried out in any science context but lends itself more easily to chemistry, physics or
biology. The current program links closely with chemistry and the factors that affect rate of reaction, biology of the
effectiveness of antibiotics against microorganisms and physics in terms of finding a linear mathematical relationship
between two variables
EOTC Requirements
none
Preparation for specific learning needs (gender, ethnic, learning issues, mixed ability)
Every effort needs to be made to make sure that every student has a good grasp of the required language and processes before they are
asked to carry out a practical investigation assessment. The year 11 science workbook has a very good section at the front that assists with
this, but it is still the responsibility of the individual teacher to check each student’s understanding. The assessment needs to be using
something that the student are familiar with and that relates directly to the level 5 curriculum taught in the school.
Learning Intentions
Success criteria (some that are knowledge-specific may have to develop
 State a purpose concisely
 Define variable, independent variable,
dependent variable, controlled variable
 Describe appropriate ways to measure variables
 Describe appropriate ranges of values for
variables
 Define feasible and workable plans, and write a
workable plan for a given purpose
 Carry out systematic trials and record systematic
results
 Process data to find a trend using calculations
and/or graphs
 Look for trends or patterns in my data
 Draw a valid conclusion
 Write a scientific report
 Evaluate my practical
over time – they should all be reviewed by teacher and students regularly)
Extension:
N/A
 Be able to write a plan that a year 10 student could walk in and
carry out and get the expected results
 Be able to carry out my own plan as it is written
 Be able to record results in a logical way
 Be able to graph my results and find a pattern or trend
 Draw conclusions for the experiment
 Write a clear report with all the required information in it
 Include an evaluation of how my method worked and whether my
results are valid and fair
Assessment
(Opportunities offered in biology, physics and chemistry topics)
Assessment task
Learning outcomes assessed
Criteria for assessment
Practical:
 Carry out a practical with direction
Written test:
 Process data to find a trend using
calculations and/or graphs
 Draw a valid conclusion
 Evaluate the validity of the conclusion in
terms of the method used, the reliability of
the results and the science ideas that back
up the outcome.
 Write a scientific report that follows the
template provided and includes all the
required information.
 Evaluate my practical
Extension/optional:
N/A
OR
Research into:
 See marking schedule for the
Achievement Standards listed
above
Timing
1 week +
Student sheet
Unit Title:
Learning Intentions
Year: 11
Level: NCEA L1
Success Criteria
Duration:
(What I need to be able to do)
(How will I show I can do this?)
State a purpose concisely
Be able to write a plan that a year 10 student could walk in and carry out
and get the expected results
Define variable, independent variable,
dependent variable, controlled variable
Be able to carry out my own plan as it is written
Describe appropriate ways to measure
variables
Be able to record results in a logical way
Describe appropriate ranges of values for
variables
Be able to graph my results and find a pattern or trend
Define feasible and workable plans, and write
a workable plan for a given purpose
Draw conclusions for the experiment
Carry out systematic trials and record
systematic results
Write a clear report with all the required information in it
Process data to find a trend using calculations
and/or graphs
Include an evaluation of how my method worked and whether my results
are valid and fair
Look for trends or patterns in my data
Draw a valid conclusion
 Write a scientific report
Block
1
Learning experiences/content
Resources/Preparation
Introduce AS and go through explanatory notes
Go through the specific learning outcomes
Go over the jargon p3
Carry out observation tasks p3-6
HWK:
Carry out paper plane one at home
Y11 science workbook
Ice cubes
Magnesium and Bunsen burner
Na OH and water and TTs
Microscopes and coloured paper
Chromatography paper and black felt
pen (not vivid)
3
Tabulating data exercises pg 6-7
(Discuss with the students what is happening to the ice before carrying out the
tasks)
Processing data activities pgs8-11
HWK:
Another processing activity
Y11 science workbook
HWK activity
4
Practical: ice melted and brought to the boil, recording temp every half to one
min
Graph results and mark in class
Plotting trials pg 12
Planning – a first attempt, pg 13-17
Mark in class
HWK: practicing planning; pick one of the tasks pgs 18-19
Instruction sheet
Ice, beakers, tripods, burners, gauze
mats, thermometers, stopwatches,
graph paper, clamps and clamp stands
Y11 science workbook
Mark the plan: get the students to swap books and mark each others – teacher
goes over each marking step using the marking schedule on pg15 adapted
Jacket warmth plan pg 22
Jacket warmth; processing and interpreting
Mark your neighbour’s according to the schedule on p28
Workbook
Marking grid for each student to fill out
as they mark their partners
Rates of reaction
Introduce theory; acid + carbonate  CO2
Demonstrate collecting gas over water through a delivery tube
Write the plan (surface area only)
(One large pea size, 2 ½ sized lumps, equal mass of small lumps, and equal mass
of powder is a suitable range of values)
Carry out the experiment (in groups of four, split into two lots of two with one
pair doing the whole piece and the powder and the other doing the ½ and the
small pieces works well).
Record your results and graph the data for all four trials onto one sheet of graph
paper.
HWK: gathering your thoughts pg 33
Assessment AS90186: “Tummy Troubles”
Marble chips, HCL, TTs, delivery tubes,
water baths (grey trays),
measuring cylinders,
2
5
6
7
8
9
10
11
12
18
Review/evaluation
As above with quickeze instead of
marble chips
What went well
What to change for next time
Students making most success
Student with concerns