YEAR 8 EXTENSION SCIENCE
IMCC 2015: TERM SUMMER
CELLS AND LIVING SYSTEMS
Year 8 Content Descriptions
Science Understanding
Biological sciences
Cells are the basic units of living things and have specialised structures and functions (ACSSU149)
Elaborations
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examining a variety of cells using a light microscope, by digital technology or by viewing a simulation
distinguishing plant cells from animal or fungal cells
identifying structures within cells and describing their function
recognising that some organisms consist of a single cell
recognising that cells reproduce via cell division
describing mitosis as cell division for growth and repair
Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce (ACSSU150)
Elaborations
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identifying the organs and overall function of a system of a multicellular organism in supporting the life processes
describing the structure of each organ in a system and relating its function to the overall function of the system
comparing similar systems in different organisms such as digestive systems in herbivores and carnivores, respiratory systems in fish and
mammals
distinguishing between asexual and sexual reproduction
comparing reproductive systems of organisms
Year
7
8
9
10
Science
Understandings
There are differences within and
between groups of organisms;
classification helps organise this
diversity
Cells are the basic units of living
things and have specialised
structures and functions
Multi-cellular organisms rely on
coordinated and interdependent
internal systems to respond to
changes to their environment
The transmission of heritable
characteristics from one generation
to the next involves DNA and genes
Biological
Sciences
Interactions between organisms
can be described in terms of
food chains and food webs;
human activity can affect these
interactions
Multi-cellular organisms contain
systems of organs that carry out
specialised functions that enable
them to survive and reproduce
http://www.australiancurric
ulum.edu.au/Curriculum/Co
ntentDescription/ACSSU15
0
Ecosystems consist of
communities of interdependent
organisms and abiotic
components of the environment;
matter and energy flow through
these systems
The theory of evolution by natural
selection explains the diversity of
living things and is supported by a
range of scientific evidence
http://www.australiancurricul
um.edu.au/Curriculum/Conte
ntDescription/ACSSU185
They analyse how biological
systems function and respond to
external changes with reference to
interdependencies, energy
transfers and flows of matter.
Science Inquiry
Skills
Questioning and
predicting
Planning and
conducting
Processing and
analysing data and
information
Students identify questions that
can be investigated scientifically.
Students identify and construct
questions and problems that they
can investigate scientifically.
They plan fair experimental
methods, identifying variables to
be changed and measured.
They consider safety and ethics
when planning investigations,
including designing field or
experimental methods.
They select equipment that
improves fairness and accuracy
and describe how they considered
safety.
Students draw on evidence to
support their conclusions.
They summarise data from
different sources, describe trends
and refer to the quality of their
data when suggesting
They identify variables to be
changed, measured and controlled.
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.
Students construct representations
of their data to reveal and analyse
patterns and trends, and use these
when justifying their conclusions.
They explain how modifications to
methods could improve the quality
of their data and apply their own
scientific knowledge and
investigation findings to evaluate
claims made by others.
They analyse their methods and the
quality of their data, and explain
specific actions to improve the
quality of their evidence.
Students develop questions and
hypotheses and independently design
and improve appropriate methods of
investigation, including fieldwork and
laboratory experimentation.
They explain how they have
considered reliability, safety, fairness
and ethical actions in their methods
and identify where digital technologies
can be used to enhance the quality of
data.
When analysing data, selecting
evidence and developing and
justifying conclusions, they identify
alternative explanations for findings
and explain any sources of
uncertainty.
Students evaluate the validity and
reliability of claims made in secondary
sources with reference to currently
held scientific views, the quality of the
improvements to their methods.
methodology and the evidence cited.
Evaluating
They communicate their ideas,
methods and findings using
scientific language and
appropriate representations.
They use appropriate language and
representations to communicate
science ideas, methods and findings
in a range of text types.
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.
They construct evidence-based
arguments and select appropriate
representations and text types to
communicate science ideas for
specific purposes.
Communicating
Science as a
Human
Endeavour
Nature and
development of
Science
Use and influence
of Science
Scientific knowledge changes
as new evidence becomes
available, and some scientific
discoveries have significantly
changed people’s
understanding of the world
Science knowledge can
develop through collaboration
and connecting ideas across
the disciplines of science
Science and technology
contribute to finding solutions
to a range of
Contemporary issues; these
solutions may impact on other
areas of society and involve
ethical considerations
Science understanding
influences the development of
practices in areas of human
activity such as industry,
agriculture and marine and
terrestrial resource
management
People use understanding
and skills from across the
disciplines of science in their
occupations
Refer to year 7 descriptors.
Scientific understanding,
including models and theories,
are contestable and are refined
over time through a process of
review by the scientific
community
Advances in scientific
understanding often rely on
developments in technology
and technological advances are
often linked to scientific
discoveries
People can use scientific
knowledge to evaluate whether
they should accept claims,
explanations or predictions
Advances in science and
emerging sciences and
technologies can significantly
affect people’s lives, including
generating new career
opportunities
The values and needs of
contemporary society can
influence the focus of scientific
research
Refer to year 9 descriptors.
Wk
1
Wk
Topic
Content
Activities
1
Cells
(ACSSU149)
Animal, Plant and Fungal cells
 Distinguish between plant
cells , animal cells and
fungal cells, giving
function to their parts
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Function of the organelles
 Nucleus, cytoplasm,
vacuole, cell membrane,
cell wall, mitochondria,
ribosomes, lysosomes,
endoplasmic reticulum
 Identifying structures
within cells and describing
their function
1
1
Microscopes
(ACSSU149)
Examine a variety of cells using a
light microscope, by digital
technology or by viewing a
simulation

Work sheets
About cell
Cell Information
Cells
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Names to parts of the
microscopes and their function
Both monocular and binocular
Magnification calculations
Electron microscopes (just
discuss)
Draw and label cells
Construct a cell
(groups)
Review questions
Resources and
Experiments
 Pearson Ch. 2.2
 Activity sheets
2.2; 2.3; 2.4
Label microscopes
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Practical activity 1
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(preparing a wet
mount)
Set up microscopes
with a range of
prepared slides,
students move around
the room and draw
each animal slide.
(Refer to skillbuilder, p55drawing)
Work sheets
Basic Microscope
Cells and Microscopes
Microscope
Microscope No Labels
Assessment and
Homework
 Unit Review
questions 1-10
 Activity sheets
http://www.bbc.c
o.uk/bitesize/ks3/
science/organism
s_behaviour_hea
lth/cells_systems
/activity/
Pearson Ch. 2.1
Practical
Activities 2.1
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Unit Review
questions. 2.1
Label microscope
worksheet.
Microscope parts
2
2
Specialised
cells
(ACSSU150)
Examine specialised cells
involved in structure and function
of particular organs
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2
2
Cell to
organism
ACSSU150)
Unicellular organisms
 recognise that some organisms
consist of a single cell
Multi-cellular organisms
 examining the specialised
cells and tissues involved in
structure and function of
particular organs
Draw and discuss specialised
animal and plant cells
 Specialised animal cells Muscle, nerve, blood, fat
 Specialised plant cells guard,
conducting, root hairs,
structural
Examine the specialised cells and
tissues involved in structure and
function of particular organs
Tissue
 Epithelium, Connective,
Muscle, Nervous
Organs
 Liver, kidney, heart, lungs
Systems
 Respiratory, skeletal,
excretory, nervous,
reproductive, circulatory
Recognise that cells reproduce via
cell division
 describing mitosis as cell
division for growth and repair
 DETAIL DESCRIPTION OF
PHASES
Inquiring questions 2
&4 (p62)
Activity 2.3
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Pearson Ch. 2.3
Practical
Activities 2.3
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Microscope
Assessed Practical

Unit Review
questions 2.3
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Review questions
Work sheets
Specialised Cell
Virus Cells
Muscles cells
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Practical activity 2.4
(Part 1 & 2)
Work sheets
Organ Systems
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Pearson Ch. 2.4
Activity sheet
2.8
3
3
4
4
5-6
5
Identify the organs and overall
function of a system of
multicellular organism in
supporting the life process.
 Describe the structure of each
Digestive
organ in a system relating it s
system
function to the overall
function of the system
 Describe the specialised cells
and tissues involved in the
structure.
 INTRODUCE ENZYMES
AND THEIR PROPERTIES,
PRODUCTS
Recognise structure of the
Breathing and Respiratory System and its parts
and function
respiration
(ACSSU150)
Gas exchange in the alveoli
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Living
systems
(ACSSU150)
Circulation
(ACSSU150)
7
6
Muscles and
Bones
(ACSSU150)
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Types of digestion
Small intestine
Large intestine
Digestive disorders
Work sheets
Digestive System
Digestive System cutout
activity
Label the Digestive
system
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Respiration word and symbol equation
 Mechanics of
breathing
Work sheets
 Respiratory Diseases
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Pearson Ch. 3.2
Practical
Activities 3.2
http://www.bbc.co.u
k/education/topics/z
vrrd2p/resources/1
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Chapter review 3.2
Structure of the Heart
Vessels
 Arteries, Veins And
Capillaries
Blood
 WBC, RBC, Platelets, Plasma
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Heart dissection
Observe Microscope
slides of Arteries,
Veins And
Capillaries
Blood- WBC, RBC,
Platelets,
Work sheets
Circulatory System
Transport of blood
Vessels
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Pearson Ch. 3.3
Practical
Activities 3.3
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Chapter review 3.3
Heart Practical
Assessment
Function of the skeleton
 Production, Protection,
Movement, Support
Recognise the structure of the
bone and types
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Pearson Ch. 3.4
Practical
Activities 3.4

Chapter review 3.4
Observe skeleton,
and joint models
Pearson Ch. 3.1
Practical activity
3.1

Review questions 110

http://www.bbc.c
o.uk/education/to
pics/zf339j6
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8
9
10
7
7
8
Waste
disposal
(ACSSU150)
Asexual and
sexual
reproduction
(ACSSU150)
Spongy, compact
Types of joints
 Hinge, ball and socket, pivot,
saddle
 How ligaments hold joints in
place
Muscle function and naming of
basic groups
 How tendons work with
muscles and bones
Processes of excretion by organs
 Lungs, liver, skin, kidney
Structure of the kidney
Kidney diseases
Distinguish between asexual and
sexual reproduction in plants and
animals
Compare reproductive systems of
organisms

Practical activity pp.
124
Work sheets
 Kidney dialysis
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Flower dissection
Work sheets
Asexual reproduction
Flowering plants
Parts of a flowering Plant
Plant reproduction
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Pearson Chapter 
3.5
Practical Activity
3.5
Review questions
Pearson Chapter 
4.2
Practical Activity
4.2
Review questions 4.2
http://www.bbc.co.u
k/education/topics/z
ybbkqt

REVISION
Unit test
Assessment Outline
ASSESSMENT TYPE
TITLE
WORTH
Practical Assessment
Microscope Assessed Practical
6%
Practical Assessment
Unit test
Heart Practical Assessment
Unit Test
6%
8%