YEAR 9 EXTENSION 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
Science Understanding
Biological sciences systems to respond to changes to their environment (ACSSU175)
Science as a Human Endeavour
Nature and development of science
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)
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)
Use and influence of science
People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions
(ACSHE160)
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)
Science Inquiry Skills
Questioning and predicting
Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
Planning and conducting
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)
Select and use appropriate equipment, including digital technologies , to systematically and accurately collect and record data (ACSIS166)
Processing and analysing data and information
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)
Evaluating
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)
Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS172)
Communicating
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language , conventions and representations
(ACSIS174)

Biological Sciences Program Term 3 2015.
Skills/content knowledge:
Biological
Sciences
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 coordinati ng 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.
Understand and explain that body systems relate to each other and function together rather than a single system.
Week Content
1
22 nd
Jul
Jul –
24 th

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.
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.
Pearson Science Chapter 9 pg. 281
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
Assessment and
Homework
Unit review p. 288 Q1-
15.

2/3
27 th
Jul –
7 th
Aug

Sustainability
4
10 th
Aug –
14 th
Aug

Sustainability
(continued)

Human and natural impacts on ecosystems
5/6
17 th
Aug –
26 th

Body Co-ordination.
How the body controls/responds.
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.
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.

Energy flow in ecosystems

Biodiversity.
Activity: Students analyse energy flow in ecosystems and examine a pyramid of biomass.

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. et/lsps07_int_ecosystem/
Pearson Science Chapter 9.2 p. 290 Practical
Investigation:
Factors that affect the rate of photosynthesis.
Unit review Q1-15 p.297
Pearson Science Chapter 9.2 p. 290
Student outline.
Pearson Science 9 pg. 224-234
The Nervous System and the Brain worksheet.
Brain dissection (demo or an virtual
Unit Review
Questions pg. 234
Q1-10. Extension Q
11-16.

Aug
 Nervous System including nerve cells and brain (basic structures)
Practical activity: pg. 225 ‘pupils change’. Students look at the response of the pupils when in dark and 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.
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. Students should be able to explain how each of these sensory dissection) http://www.edheads.org/activities/bra in_stimulation/ 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”
Practical Activity 1 pg. 235
Sensitivity
Practical Activity 2 pg.236 Reaction

 Sense receptors: skin, ear and eye (basic function)

Autonomic NS

Responding to stimuli –
Reflexes organs relate and work with the Nervous System to ensure that messages are relayed and understood.
Refer to pg. 231, read as a class. “The Nervous
System and the Brain worksheet.” http://www.youtube.com/watch?v=ZKjIP25FU7c
(video). Students should be able to identify which neurones (sensory and motor) are working here and why.
Sympathetic and parasympathetic nervous system.
Draw Fig 7.4.14 on p. 231 to compare the two.
Students should understand that the Nervous system is responsible for many actions at one time, and is responsible for the other functions of other parts of the body. Compare and contrast the Parasympathetic and
Sympathetic NS.
Examine the reflex arc. Pg. 231. Students explain how the response occurs. Students may create a flow chart to illustrate this event. times OR Activity 34: Reaction times worksheets
Pearson Activity book 7.1 The nervous system pg. 82
The Nervous System and the Brain worksheet.
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
27 th
Aug –
4 th
Sep





Endocrine system – What are hormones? How do they work?
Homeostasis
Regulation of body temperature
Regulation of water balance
Regulation of blood sugar
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 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 the activity demos to provide an example of why it is important to maintain homeostasis in the body.
Brainstorm what causes the internal and external environment of the body to change.
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.
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
Clickview.
Pearson Science p. 237.
Activity teacher sheet - homeostasis
Negative feedback sheet.
Pearson Science Activity book 7.5
“Temperature control”.
Pearson Science Activity book 7.6
“Glycaemic index”.
Pearson Science Activity book 7.7
“Kidney function”.
Unit Review
Questions pg. 242 Q1-
10. Extension Q11-16.


Metabolism


Role of enzymes
Factors affecting enzyme activity

Nutrients, Diffusion, circulation and removing students to complete a negative feedback for body temp, water balance and blood sugar.
What it is and the function it has in the human body.
Relate it to the role of enzymes and what happens to metabolism when responding to changes in the body.
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.
Students may use the resources (next column) to demonstrate the substrate/reactant molecule, enzyme molecule, the enzyme/substrate(reactant) combined molecule and the products. Enzyme specificity.
Examine the affect of: a) Temperature b) pH c) Concentration
Provide some background content knowledge about these in preparation for the assessment. Refer to resources.
Use some of the allocated time to complete the assessment.
Briefly examine how the body maintains a constant environment when these 3 aspects experience change.
Enzymes worksheet.
Enzymes cut out activity
Enzymes lock and key worksheet
Enzymes pdf.
Practical Activity “Enzyme Activity” p. 252 Pearson Science Text.
Unit Review
Questions pg. 254 Q1-
12.

8
7 th
Sep –
11 th
Sep wastes.


Pathogens – disease causing organisms

Immune system – first, second and third lines of defence
Vaccinations, e.g.
Tetanus
Emphasis should be placed on the concept that these are not independent events that the body systems work together.
Analyse data that illustrate the changes in levels of sugar, water, urine etc. in the body.
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.
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.
Using pages 262 & 263, discuss vaccines and how they are developed.
How vaccines work: http://www.youtube.com/watch?v=SduMbjW2V9A
10 of the most deadliest diseases - http://www.youtube.com/watch?v=o u7LQOooD_0
.
Pearson Science Activity book 8.1
“Growing Bacteria”.
Pearson Science Activity book 8.2
“Immunisation”.
Unit Review
Questions pg. 265 Q1-
12.
Response Validation:
Human vaccinations.

9/10
14 th
Sep –
25 th
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 Q1-
15.
Topic test: Biological
Science.

ASSESSMENT TYPE
Assessed Investigation
Extended Validation response
Topic Test 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
TITLE
Factors affecting photosynthesis
Vaccinations.
Biological Science topic test
WORTH
5%
10%
10%