YEAR 9 GENERAL SCIENCE
IMCC 2015: TERM 3
BIOLOGICAL SCIENCES
Year 9 Level Description
The Science Inquiry Skills and the Science as a Human Endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the
expectations outlined in the Achievement Standards and also to the content of the Science Understanding strand for the relevant year level to ensure that these two strands are
addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the
content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.
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.
Year 9 Content Descriptions
systems to respond to changes to their
environment (ACSSU175)
Science Understanding
Biological sciences
Multi-cellular organisms rely on
coordinated and interdependent internal
Ecosystems consist of communities of
interdependent organisms and abiotic
components of the environment; matter
and energy flow through these systems
(ACSSU176)
Science as a Human Endeavour
Nature and development of science
Scientific understanding, including models
and theories, are contestable and are
refined over time through a process of
review by the scientific community
(ACSHE157)
Advances in scientific understanding often
rely on developments in technology and
technological advances are often linked to
scientific discoveries (ACSHE158)
Plan, select and use appropriate
investigation methods, including field
work and laboratory experimentation, to
collect reliable data; assess risk and
address ethical issues associated with these
methods (ACSIS165)
Critically analyse the validity of
information in secondary sources and
evaluate the approaches used to solve
problems (ACSIS172)
Select and use appropriate equipment,
including digital technologies, to
systematically and accurately collect and
record data (ACSIS166)
Communicate scientific ideas and
information for a particular purpose,
including constructing evidence-based
arguments and using appropriate scientific
language, conventions and representations
(ACSIS174)
Communicating
Use and influence of science
People can use scientific knowledge to
evaluate whether they should accept
claims, explanations or predictions
(ACSHE160)
Processing and analysing data and information
Advances in science and emerging
sciences and technologies can significantly
affect people’s lives, including generating
new career opportunities (ACSHE161)
The values and needs of contemporary
society can influence the focus of scientific
research (ACSHE228)
Analyse patterns and trends in data,
including describing relationships between
variables and identifying inconsistencies
(ACSIS169)
Use knowledge of scientific concepts to
draw conclusions that are consistent with
evidence (ACSIS170)
Science Inquiry Skills
Evaluating
Questioning and predicting
Formulate questions or hypotheses that can
be investigated scientifically (ACSIS164)
Planning and conducting
Evaluate conclusions, including identifying
sources of uncertainty and possible
alternative explanations, and describe
specific ways to improve the quality of the
data (ACSIS171)
Biological Sciences Program Term 3 2015.
Skills/content
knowledge:
Biological
Sciences
Week
Content
1
22nd
Jul –
24th
Jul


Explain the role of the Nervous System in controlling and coordinating body functioning.
Explain the role of the Endocrine system, including its role in coordinating body function.
Discuss the interaction of the nervous and endocrine system when coordinating the body’s response to changes in the internal
and external environment and depict this using a negative feedback loop.
Explain how the body systems work together to provide the needs of the body to maintain homeostasis.
Describe the types and causes of disease and explain the response of the body to the disease.
Identify disease causing organisms and how they are transmitted.
Explain the treatment of these diseases.
Describe the components of an ecosystem, and explain the abiotic and biotic factors that affect organisms.
Differentiate between the types of adaptations and give an example of each.
Ecosystems and the
interdependence of
organisms.
Adaptations
Activities
Resources and Experiments
This unit will examine nervous and hormonal control
of the body and how the biological systems function in
response to external and internal changes.
Homeostasis.
Pearson Science Chapter 9 pg. 281
Examine the factors that influence organisms and what
it means to be interdependent. Particularly the abiotic
and biotic factors. Students should be able to identify
these factors and explain the impact that these have on
an organism/environment.
Suggested Activity: May want to create a flow chart or
something similar that depicts the relationships
between organisms and biological systems.
Examine Adaptations. Particularly structural,
behavioural and functional adaptations of animals.
Students should be able to explain the adaptation and
give a reason why the adaptation is needed.
Animal feet – structural adaptations
worksheet
Abiotic factors worksheet
Pearson Activity 9.2 – Deep sea fish
p.115/116
Pearson Activity 9.3 – Food webs
p.117/118
Pearson Activity 9. 6 – Biotic and
abiotic factors p.123
http://www.pbslearningmedia.org/ass
et/lsps07_int_ecosystem/
Assessment and
Homework
Unit review p. 288 Q115.

2/3
27th
Jul –
7th
Aug
Sustainability
Sustainability refers to maintaining the living
conditions in the community. Many organisms rely on
each other for survival. Similar to the human body
where each system relies on each other.
Pearson Science Chapter 9.2 p. 290
Food in ecosystems
 Producers & consumers
 Photosynthesis – equation. Particular emphasis
placed on the fact that almost all producers
undergo this process in order to make food,
and rely on its environment to do so.

4
10th
Aug –
14th
Aug
Sustainability
(continued)


Energy flow in ecosystems
Biodiversity.
Practical
Investigation:
Factors that affect
the rate of
photosynthesis.
Unit review Q1-15
p.297
Pearson Science Chapter 9.2 p. 290
Activity: Students analyse energy flow in ecosystems
and examine a pyramid of biomass.


5/6
17th
Aug –
26th
Aug

Human and natural
impacts on
ecosystems
Body Co-ordination.
How the body
controls/responds.
Compare and contrast the human and natural
effects on the environment, particularly the
benefits and detriments to the environment.
Homeostasis.
Brainstorm/class discussion about the function of the
nervous system/ what the students know about it.

Nervous System
Practical activity: pg. 225 ‘pupils change’. Students
look at the response of the pupils when in dark and
Student outline.
Pearson Science 9 pg. 224-234
The Nervous System and the Brain
worksheet.
Brain dissection (demo or an virtual
dissection)
http://www.edheads.org/activities/bra
in_stimulation/
Unit Review
Questions pg. 234
Q1-10. Extension Q
11-16.
including nerve cells and
brain (basic structures)
light conditions. Students attempt to explain/give
reasons as to how this occurs (try to make them
reference the nervous system).
Human Nervous System Structure.
1. Has two branches. Students draw and label
figure 7.1.1 on pg 225.
2. Nerve cell structure: read through pg 226
about the nerve cells. Students summarise info.
(May do this as a note taking activity, think,
pair, share, glossary. Etc. Teacher discretion).
3. Students must be able to draw motor and
sensory neurone and give their specific
function.
http://www.mydoctorgames.com/virt
ual-brain-surgery/game/
http://www.youtube.com/watch?v=h
Hl1PslMc8M
Sense receptors in the human body
worksheet.
Nervous Control PowerPoint
Pearson Activity book p. 82 activity
7.1 “the nervous system”
Watch Clickview episode “Co-ordination and control
1: animals”. Introduction, Nervous control part 1 & 2.
4. Students should also be aware of the role
neurotransmitters and synapses have when
relaying information.
5. The Brain: Know the function of the cerebrum,
cerebellum, meninges & brain stem. “The
Nervous System and the Brain worksheet.”
Summarise the sense receptors using p.228-229 and
the Sense receptors in the Human body sheet.

Sense receptors: skin, ear
and eye (basic function)
Refer to pg. 231, read as a class. “The Nervous
System and the Brain worksheet.”
http://www.youtube.com/watch?v=ZKjIP25FU7c
Practical Activity 1 pg. 235
Sensitivity
Practical Activity 2 pg.236 Reaction
times OR Activity 34: Reaction times
worksheets

Responding to stimuli –
Reflexes
(video). Students should be able to identify which
neurones (sensory and motor) are working here and
why.
Pearson Activity book 7.1 The
nervous system pg. 82
The Nervous System and the Brain
worksheet.
Examine the reflex arc. Pg. 231. Students explain how
the response occurs. Students may create a flow chart
to illustrate this event.
Pearson Activity book p. 83 activity
7.2 “Reflexes”
Pearson Activity book p. 84-85
activity 7.3 “Reaction time”
Activity 34: Reaction times sheet
6/7
27th
Aug –
4th
Sep

Endocrine system – What
are hormones? How do
they work?
Watch Clickview episode “Co-ordination and control
1: animals”. Hormones part 1
Hormones
p237-238 of text. Define hormones and explain how
they work. Students must mention that hormones are
specific.

Homeostasis
Clickview.
Pearson Science p. 237.
Activity teacher sheet - homeostasis
Negative feedback sheet.
Homeostasis and negative feedback loops
Activity (suggested only): Refer to activity teacher
sheet.
Students define homeostasis as the process of
maintaining a constant internal environment and use
Pearson Science Activity book 7.5
“Temperature control”.
Pearson Science Activity book 7.6
“Glycaemic index”.
Pearson Science Activity book 7.7
Unit Review
Questions pg. 242 Q110. Extension Q11-16.
the activity demos to provide an example of why it is
important to maintain homeostasis in the body.
“Kidney function”.
Students must know that a negative feedback loop is
responsible for regulating the internal reactions that
occur to return the body to a normal state.


Regulation of body
temperature
Regulation of water
balance
Hand out the negative feedback worksheet, discuss
what each box represents. Ie. What is a stimulus,
modulator etc.
Using pg. 239-241 of the text, model and get the
students to complete a negative feedback for body
temp, water balance and blood sugar.

Role of enzymes
Enzymes – Examine what an enzyme is (particular
focus should be on the role that is has in maintaining
homeostasis) and explain how they work using the
‘lock and key’ model.

Factors affecting enzyme
activity
Students may use the resources (next column) to
demonstrate the substrate/reactant molecule, enzyme
molecule, the enzyme/substrate(reactant) combined
molecule and the products.
Examine the affect of:
a) Temperature
b) pH
Provide some background content knowledge about
these in preparation for the assessment. Refer to
Unit Review
Questions pg. 254 Q112.
Enzymes worksheet.
Enzymes cut out activity
Enzymes lock and key worksheet
Enzymes pdf.
Practical Activity “Enzyme Activity”
p. 252 Pearson Science Text.
resources.
Use some of the allocated time to complete the
assessment.
8
7th
Sep –
11th
Sep


Pathogens – disease
causing organisms
Immune system – first,
second and third lines of
defence
Watch Discovery Channel – body story episode 6.
http://www.youtube.com/watch?v=yG5rWjwi6uA .
A good way to introduce disease and how the body
works to combat them. Particular focus should be on
how these diseases interrupt the normal functioning of
the human body and what needs to be done to bring the
body back to its normal state.
10 of the most deadliest diseases http://www.youtube.com/watch?v=o
u7LQOooD_0
.
Unit Review
Questions pg. 265 Q112.
Pearson Science Activity book 8.1
“Growing Bacteria”.
Pearson Science Activity book 8.2
“Immunisation”.
Read through “The Immune System” and summarise
the 3 lines of defence in the Human body. Draw figure
8.1.8 on pg. 262. Examine immunisation worksheet.
Ask students to go home and find out which vaccines
they have had. Used in the next activity.

Vaccinations, e.g.
Tetanus
Using pages 262 & 263, discuss vaccines and how they
are developed.
How vaccines work:
http://www.youtube.com/watch?v=SduMbjW2V9A
Response Validation:
Human vaccinations.
9/10
14th
Sep –
25th
Sep

What is Bacteria? How
does bacteria cause
disease?

What are viruses?
Diseases caused by
viruses, e.g. Cold, Flu,
Measles, Chickenpox.

What is a parasite?
Parasitic diseases, e.g.
Malaria.

What are fungi? Fungal
infections, e.g. Tinea,
Thrush.
Read through pg 259-271 in Pearson Text. For all
disease causing organisms, students must
 Identify how the disease alters the normal
functioning of the human body (how they
cause disease – see detailed description
below).
 What the body does in order to go back to its
normal functioning (by the bodies own
regulatory processes or by
medications/vaccines) and how this works
 Examples of each disease.
Students identify the characteristics of bacteria and
how they cause disease. Students should also be able to
identify 3 types of bacterial disease.
Brainstorm the difference between bacterial infection
and viral infection.
Read pg. 268 and identify the characteristics of
viruses. Identify viral illnesses. Students should also
know that viruses invade the host cells and should be
able to explain.
How a virus infects:
http://www.youtube.com/watch?v=Rpj0emEGShQ
Compare and contrast the different diseases caused by
viruses. Pg. 268 – 270.
Read pg. 270 – 271 about Parasites and malaria.
Students should use the mosquito as an example to
Pearson Science Activity book 8.3
“Pandemic”.
Pearson Practical activity pg. 276
“Growing Fungi”
Unit Review
Questions pg. 275 Q115.
Topic test: Biological
Science.
explain how the malaria infection is spread.
Watch:
http://www.youtube.com/watch?v=plFnRYYREXU
Read pg. 271 -272 about Fungi. Students should be
able to explain that the fungus disperses spores which
in the correct conditions (moist, warm environment)
can grow. Students should use tinea and thrush as
examples.
Suggested activity students create a fact sheet about a
particular disease. Upload it to SEQTA
Assessment Outline
ASSESSMENT TYPE
TITLE
WORTH
Assessed Investigation
Factors affecting photosynthesis
5%
Extended Validation response
Topic Test
Vaccinations.
10%
Biological Science topic test
10%