Year 9 plan — Australian Curriculum: SCIENCE
School name: St Luke’s College
Implementation year: 2014
Identify Curriculum
Phase curriculum
focus and Year level
description
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures, how systems at a range of scales are shaped by flows of energy and matter and interactions due to
forces, and develop the ability to quantify changes and relative amounts.
In Year 9, students consider the operation of systems at a range of scales. They explore ways in which the human body as a system responds to its external environment and the interdependencies
between biotic and abiotic components of ecosystems. They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how this system can change through
nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play an important role in many systems. They are introduced to the concept of the
conservation of matter and begin to develop a more sophisticated view of energy transfer. They begin to apply their understanding of energy and forces to global systems such as continental
movement.
Achievement standard
By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe
models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems
function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific
developments and predict how future applications of science and technology may affect people’s lives.
Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of
data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and
the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective and use appropriate
language and representations when communicating their findings and ideas to specific audiences.
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: History for Foundation–10, www.australiancurriculum.edu.au/History/Curriculum/F-10
Unit overview
(Science Inquiry Skills
are incorporated
throughout all four
terms)
Term 1 Chemical Science
Term 2 Biological Science
Term 3 Physical Science
Term 4 Earth and Space & Biological Science
During this term students examine how chemical
reactions are used to describe the patterns of
change observed in systems in which matter
transforms.
During this term students explore the overarching
ideas of stability and change through the
investigation of body systems and ecosystems.
During this term students examine aspects of the
physical sciences through atomic and wave models to
describe the behaviour of light and sound energy.
During this term students explore the
development of the theory of plate tectonics.
They extend their learning from Term 2 by
considering destructive changes in ecosystems.
Body coordination
Energy and change
Plate Tectonics
Atoms
Teaching and learning
All matter is made up of atoms which are
composed of protons, neutrons and electrons;
natural radioactivity arises from the decay of
nuclei in atoms (ACSSU177)
1. Describing and modelling the structure of atoms
in terms of the nucleus, protons, neutrons and
electrons
Chemical reactions involve rearranging atoms to
form new substances; during a chemical reaction
mass is not created or destroyed (ACSSU178)
2. identifying reactants and products in chemical
reactions
3. Modelling chemical reactions in terms of the
rearrangement of atoms
4. Describing observed reactions using word
equations
5. Considering the role of energy in chemical
reaction
6. Recognising that the conservation of mass in a
chemical reaction can be demonstrated by
simple chemical equations
Multicellular organisms rely on coordinated and
interdependent internal systems to respond to
changes to their environment (ACSSU175)
Energy transfer through different mediums can be
explained using wave and particle models
(ACSSU182)
1. describing how the requirements for life (for
example oxygen, nutrients, water and removal of
waste) are provided through the coordinated
function of body systems such as the respiratory,
circulatory, digestive, nervous and excretory
systems
2. identifying responses using nervous and
endocrine systems
3. investigating the response of the body to
changes as a result of the presence of
microorganisms
1. exploring how and why the movement of energy
varies according to the medium through which it is
transferred
2. discussing the wave and particle models and how
they are useful for understanding aspects of
phenomena
3. investigating the transfer of heat in terms of
convection, conduction and radiation, and
identifying situations in which each occurs
4. understanding the processes underlying
convection and conduction in terms of the particle
model
5. investigating factors that affect the transfer of
energy through an electric circuit
6. exploring the properties of waves, and situations
where energy is transferred in the form of waves,
such as sound and light
Scientific understanding, including models and
theories, are contestable and are refined over
time through a process of review by the scientific
community (ACSHE157)
4. considering how ideas about disease
transmission have changed from medieval time
to the present as knowledge has developed
Advances in science and emerging sciences and
technologies can significantly affect people’s
Advances in scientific understanding often rely on
developments in technology and technological
advances are often linked to scientific discoveries
The theory of plate tectonics explains global
patterns of geological activity and
continental movement (ACSSU180)
1. recognising the major plates on a world map
2. modelling sea-floor spreading
3. relating the occurrence of earthquakes and
volcanic activity to constructive and
destructive plate boundaries
4. considering the role of heat energy and
convection currents in the movement of
tectonic plates
Ecosystems
Ecosystems consist of communities of
interdependent organisms and abiotic
components of the environment; matter and
energy flow through these systems
(ACSSU176)
5. exploring interactions between organisms
such as predator/prey,
6. parasites, competitors, pollinators and
disease
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Chemical reactions, including combustion and
the reactions of acids, are important in both nonliving and living systems and involve energy
transfer (ACSSU179)
7. Investigating reactions of acids with metals,
bases and carbonates
8. Investigating a range of different reactions to
classify them as exothermic or endothermic
9. Recognising the role of oxygen in combustion
reactions and comparing combustion with other
oxidation reactions
10. Describing how the products of combustion
reactions affect the environment
Scientific understanding, including models and
theories, are contestable and are refined over
time through a process of review by the scientific
community (ACSHE157)
11. Investigating the historical development of
models of the structure of the atom
12. Investigating the work of scientists such as
Rutherford on subatomic particles
Advances in scientific understanding often rely
on developments in technology and
technological advances are often linked to
scientific discoveries (ACSHE158)
13. Considering how common properties of
electromagnetic radiation relate to its uses, such
as medicine
Advances in science and emerging sciences and
technologies can significantly affect people’s
lives, including generating new career
opportunities (ACSHE161)
14. Investigating how technologies such using
electromagnetic radiation are used in medicine,
such as in the detection and treatment of cancer
15. Investigating the use of nanotechnology in
medicine, such as the delivery of
pharmaceuticals
16. Recognising aspects of science, engineering
and technology within careers such as medicine,
medical technology, telecommunications,
biomechanical engineering, pharmacy and
physiology
Aboriginal and Torres
Strait Islander
perspectives
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lives, including generating new career
opportunities (ACSHE161)
(ACSHE158)
5. considering the impact of technological advances
developed in Australia, such as the cochlear
implant and bionic eye
6. recognising aspects of science, engineering and
technology within careers such as medicine,
medical technology, telecommunications,
biomechanical engineering, pharmacy and
physiology
7. considering how common properties of
electromagnetic radiation relate to its uses, such
as radar, medicine, mobile phone communications
and microwave cooking
People can use scientific knowledge to evaluate
whether they should accept claims, explanations
or predictions (ACSHE160)
The values and needs of contemporary society
can influence the focus of scientific research
(ACSHE228)
8. considering safe sound levels for humans and
implications in the workplace and leisure activities
7. using knowledge of science to test claims made
in advertising or expressed in the media
7. examining factors that affect population
sizes such as seasonal changes, destruction
of habitats, introduced species
8. considering how energy flows into and out of
an ecosystem via the pathways of food
webs, and how it must be replaced to
maintain the sustainability of the system
9. investigating how ecosystems change as a
result of events such as
10. bushfires, drought and flooding
Scientific understanding, including models
and theories, are contestable and are refined
over time through a process of review by the
scientific community (ACSHE157)
11. investigating how the theory of plate
tectonics developed, based on evidence
from sea-floor spreading and occurrence of
earthquakes and volcanic activity
12. investigating how models can be used to
predict the changes in populations due to
environmental changes, such as the impact
of flooding or fire on rabbit or kangaroo
populations
People can use scientific knowledge to
evaluate whether they should accept claims,
explanations or predictions (ACSHE160)
13. using knowledge of science to test claims
made in advertising or expressed in the
media
14. describing how science is used in the media
to explain a natural event or justify actions
15. considering the impacts of human activity on
an ecosystem from a range of different
perspectives
The values and needs of contemporary
society can influence the focus of scientific
research (ACSHE228)
16. investigating contemporary science issues
related to living in a Pacific country located
near plate boundaries, for example Japan,
Indonesia, New Zealand
Science provides opportunities for students to strengthen their appreciation and understanding of Aboriginal peoples and Torres Strait Islander peoples and their living cultures. Specific content and
skills within relevant sections of the curriculum can be drawn upon to encourage engagement with:
Aboriginal and Torres Strait Islander frameworks of knowing and ways of learning
Indigenous contexts in which Aboriginal and Torres Strait Islander peoples live
Indigenous contributions to Australian society and cultures.
Science provides opportunities to explore aspects of Indigenous knowing with connection to and guidance from the communities in which they are owned. Using a respectful inquiry approach,
students have the opportunity to explore non-Indigenous science interpretations of Aboriginal and Torres Strait Islander lifestyles including knowledge of natural phenomena; native flora and fauna;
and land, water and waste management. Using an inquiry approach enables students to learn science in contexts that are valued by Aboriginal and Torres Strait Islander students, their peers and
communities, acknowledging their values and approaches to learning.
Year ___ plan Australian Curriculum: ________
General capabilities
and cross-curriculum
priorities
Key to general capabilities
and cross-curriculum
priorities
Opportunities to engage with:
Literacy
Numeracy
Opportunities to engage with:
ICT capability
Critical and creative thinking
Aboriginal and Torres Strait Islander histories and cultures
Opportunities to engage with:
Personal and social capability
Asia and Australia’s engagement with Asia
Ethical behaviour
Opportunities to engage with:
Intercultural understanding
Sustainability
Develop assessment
Assessment
Term 1
Term 2
Term 3
Term 4
Assessment
Assessment
Assessment
Assessment
(5%)
(5%)
Build a motor (5%)
(5%)
Practical portfolio assessment (10%)
Practical portfolio assessment (10%)
Practical portfolio assessment (10%)
Practical portfolio assessment (10%)
In-class extended response x 2 (5%)
Semester One exam (10%)
In-class extended response x 2 (5%)
Semester Two exam (10%)
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