Organs and Systems (ACSSU150)
Cells (ACSSU149)
Biological Sciences
Week
Teaching Plan
1
Animal Cells – See Plant and Animal Cells
 Discuss as a class what makes up their body and what they know. Introduce the concept of cells
giving an idea of size.
 Show students a picture of a labelled animal cell. Discuss the names and functions of the
different structures and organelles.
 Compare the labelled diagrams to micrographs of real cells and have students identify the
structures.
2
Plant Cells – See Plant and Animal Cells
 Compare the structure of animal cells, plant cells and fungal cells.
 Examine the function of cell structures and organelles that are unique to plant cells.
 Worksheet: Students label blank diagrams of plant and animal cells with the names and
functions of the different components.
3
Viewing Cells – See Using a Microscope, Plant and Animal Cells.
 Review the parts of a microscope
 LO L7572: What can you see under the microscope? (Scootle Link)
 Practice preparing slides and viewing small objects under a microscope.
 Prac: Examine onion cells under a microscope and create a labelled scientific diagram of the
cells.
4
Single Celled Organisms – See Disease – Bacteria
 Discuss single celled organisms and examine different types.
 Look at the importance of singled celled organisms as decomposers and how they cause
disease.
 Examine what processes a cell must perform to be classified as an organism and look at how
single celled organisms perform these functions – excluding reproduction
5
Mitosis
 Explain the reproduction of single celled organisms via mitosis and define asexual reproduction.
 Use a labelled flow chart to explain the stages of mitosis and explain that mitosis is also the
process for growth and repair in multi-cellular organisms.
 ICT: Use a video to show the process. (Examples 1, 2)
6
Specialized Cells – See Cell Functions
 Discuss how cells make up multi-cellular organisms – defining tissues, organs and systems.
 Identify systems in the human body and identify the tissues and organs that make up each
system.
 Examine the structure of specialized cells in familiar tissues such as bone cells, muscle cells and
nerve cells.
 Research Project: Students produce a report on stem cells discussing what is special about
stem cells and why there is controversy surrounding stem cell research.
7
The Musculoskeletal System – See Muscular System, Skeletal System I, Skeletal System II.
 Discuss the importance of bones and muscles and how they work together in the
musculoskeletal system.
 Prac: Dissect a chicken wing and create a labelled scientific diagram.
 Compare endo- and exoskeletons.
8
The Digestive System – See Digestive System
 Examine the organs involved in the human digestive system and discuss the role of each
component.
 LO L719: Body Parts – Digestive System (Scootle Link)
9
The Respiratory System – See Respiratory System
 Examine the organs involved in the human respiratory system.
 LO R11869: Assembling the respiratory system (Scootle Link)
 Research Activity: Students prepare a report or table to compare the lungs and hearts (or their
equivalent) in mammals, birds, fish, amphibians and insects.
Assessment
10
The Reproductive System – See Animal Reproduction
 Examine the organs involved in the male and female human reproduction systems.
 Examine the development of a child from fertilization to birth.
 ICT: Each student researches the gestation period of an animal and the average number of
offspring. Compile the numbers as a class and have each student create a scatter plot using
Excel and comment on any trends.
Physical and Chemical Change (ACSSU225)
The Particle Model (ACSSU151), (ACSSU152)
Chemical Science
Week
Teaching Plan
1
The Particle Model – See States of Matter and the Particle Model
 Brainstorm different types of model and define a ‘scientific model’. Introduce the Particle Model
as an example of a scientific model.
 Discuss particle models of solids liquids and gases and how the particle model explains certain
properties of solids liquids and gases. (Video)
2
Changes of State – See States of Matter and the Particle Model
 Explain how heat affects the particles in the particle model and therefore how the particle
model can be used to explain various changes of state.
 LO L3254: What the world is made of: particles, heat and movement (Scootle Link)
 Class Activity: Have students use themselves to simulate the particles in a solid, liquid and
gas then simulate the different changes of state.
3
Elements – See Elements, Compounds and Mixtures
 Explain that the particle model cannot explain the chemical properties of substances. For this
we need a more sophisticated model – Dalton’s Atomic Theory of Matter
 Review the assumptions of the Atomic Theory of Matter and define the elements and
compounds.
 Examine elements in detail including chemical symbols and the periodic table
 Homework: Students come up with a mnemonic to help them remember the first 10 elements
in the periodic table and read it to the class.
4
Compounds – See Elements, Compounds and Mixtures
 Examine the concept of a compound in detail. Compare and contrast molecular and lattice
compounds.
 Explain the chemical formulae of compounds and discuss the meaning of the subscript
numbers in the formulae for molecular and lattice compounds.
 Hands on Activity: Construct 3D models of compounds and relate these models to the
chemical formulae.
5
Mixtures – See Elements, Compounds and Mixtures
 Contrast pure elements and compounds with mixtures.
 LO L5822: Types of matter: pure substances and mixtures (Scootle Link)
 Worksheet: Students are given table that classifies different types of mixtures according to
whether the solvent and solute are solid, liquid or gas. Students must fill in the table with
examples of each.
6
Physical Change – See Physical and Chemical Change
 Contrast physical and chemical changes. Have students identify physical and chemical
changes.
 Revise the particle model for changes of state then use the particle model to describe other
physical changes such as expansion and contraction, mixing, dissolving and diffusion.
7
8
Chemical Change – See Physical and Chemical Change
 Discuss what chemical change means and the evidence that a chemical change has taken
place.
 Prac: Allow students to perform simple chemical reactions in test tubes that demonstrate the
different signs of a chemical.
Chemical Reactions
 Use the Atomic Theory of Matter to explain what is happening to the atoms in during a
chemical reaction. Define reactants, products and the Law of Conservation of Mass.
 Have students simulate simple chemical reactions using 3D models. Only use reactions whose
formula equations are balanced without the need for any coefficients (Examples). Have
students write the word equation for each reaction and help students to write the formula
equation.
 Homework: Provide students with a list of word equations with space to write in the formula
equation underneath. Students should research the chemical formulae of the reactants and
products to construct the unbalanced formula equations.
Assessment
9
10
Chemical Properties of Metals – See Metals and Non-Metals
 Explain that how a substances reacts with other chemicals is determined by its chemical
properties. Demonstrate the chemical properties of some metals such as burning magnesium
or sodium in water.
 LO L927: Down to Earth: Metals Matter (Scootle Link)
 Prac: Flame test to show the colours produced by different metal ions.
 Research Assignment: Have students research an alloy to find out it’s composition, physical
and chemical properties and relate these properties to its use. Students should also compare
the properties and uses of the metals that make up the alloy.
Chemical Properties of Non-Metals – See Metals and Non-Metals
 Compare some of the physical properties of non-metals with metals. Look at the distribution of
metals and non-metals on the periodic table.
 Examine the properties of carbon and its allotropes – graphite and diamond. Look at molecular
structure, properties and applications.
Energy Transformation and Transfer (ACSSU155)
Kinetic and Potential Energy (ACSSU155)
Physical Sciences
Week
Teaching Plan
1
Kinetic Energy – See Kinetic and Potential Energy
 Revise the scientific definition of ‘energy’. Introduce the concept of kinetic energy.
 Relate the KE of an object to both its mass and velocity. Introduce the equation KE = ½ mv2.
 Worksheet: Students practice calculating KE, m or v from word problems.
2
Gravitation Potential Energy – See Kinetic and Potential Energy
 Introduce the concept of gravitational potential energy and explain the formula PE = mgh.
 Worksheet: Students practice calculating PE, m, g or h from word problems.
3
Rectilinear Motion – See Kinetic and Potential Energy
 Examine the scenarios of dropping a ball and throwing a ball straight up. Introduce the
concept of energy transformation and conservation.
 Worksheet: Student practice calculating KE and PE at different points in the ball’s motion.
 Worksheet: Extend calculations to include calculations of other variables e.g. m, v, g or h.
4
Non-Linear Motion – See Kinetic and Potential Energy
 Examine scenarios where an object is not moving in a straight line but the object is
completely stationary at its apex (e.g. pendulum or rollercoaster but not projectile).
 Prac: Swinging Pendulum
 Worksheet: Have student practice calculating KE, PE, m, v, g or h of objects not moving in a
straight line.
5
Potential Energy – See Kinetic and Potential Energy
 Discuss other ways energy can be stored as potential energy e.g. elastic potential energy,
chemical potential energy.
 Prac: Students use chemical potential energy to power a globe by creating their own battery
from copper and zinc electrodes stuck in lemons connected in series. (Example)
6
Energy Transformation and Loss
 Introduce the concept of energy transformation and loss e.g. why does a bouncing ball
eventually stop?
 Analyse mechanical and electrical systems to identify energy transformations and loss.
 Worksheet: Students identify energy transformations and loss from pictures of simple
mechanical and electrical systems.
7
Power Plants
 Explore different types of power generation plants e.g. coal, nuclear, solar, wind, hydro,
geothermic, tidal.
 Research Project: Have students research one form of power generation plant and
construct a flowchart to show the energy transformations when the power is used in a
household.
8
Heat Energy – See Heat Energy
 Highlight that often energy is lost from a system in the form of heat and find examples.
 Discuss the ways that heat can be transferred i.e. conduction, radiation and convection.
 Prac: heat potassium permanganate crystals in water to show convection. (Example)
 Examine the structure of a vacuum thermos flask to see how it is designed to keep things hot
or cold.
9
1-Week Heat Investigation
 In groups, students are given the challenge to create the best thermal insulator in a box of a
given size using materials they find around the home. As a class, agree on a fair method for
testing which insulator box is the best. Test each and discuss the results.
10
Energy in Sustainable Living
 Discuss how homes can be made more energy efficient by reducing the need for heating and
cooling. What other ways can a home be more energy efficient?
 Research Project: Students research energy efficient homes and design their own energy
efficient home.
Assessment
Earth and Space Science
Minerals, Ores and Mining (ACSSU153)
Types of Rocks (ACSSU153)
Week
Teaching Plan
1
Igneous Rocks – See Rocks
 Review the structure of the Earth and the formation of igneous rocks.
 Discuss properties of igneous rocks and compare extrusive and intrusive igneous rocks.
 Prac: Examine various igneous rock samples under the microscope and record observations.
2
Sedimentary Rocks – See Rocks
 Define sedimentary rocks and discuss how they are formed.
 Explain different forms of weathering and erosion that contribute to the formation of
sedimentary rocks.
 Discuss the properties and uses of sedimentary rocks.
 Prac: Examine sedimentary rock samples under the microscope and record observations.
3
Metamorphic Rocks – See Rocks
 Define metamorphic rocks and discuss regional and contact metamorphism.
 Review the properties of metamorphic rocks and some uses.
4
Identifying Rocks – See Rocks
 LO L3065: Get into geology: what rock is that? (Scootle Link)
 Activity: See Famous Rock Groups in Rocks
5
The Rock Cycle – See Rocks; Geological Change
 Review the formation of igneous, sedimentary and metamorphic rocks. Introduce the rock cycle
(Video 1, 2, 3, 4, 5)
 LO L926: Down to Earth: rock back in time (Scootle Link)
 Hands on Activity: The Crayon Rock Cycle
 Poster: Have students create their own poster to demonstrate the rock cycle using
photographs or drawings.
6
Minerals
 Discuss what minerals are and why they are important
 Discuss Moh’s hardness scale
 Activity: Minerals in Toothpaste Activity in Ground Rules
7
Ores
 Discuss that is meant by an ‘ore’ and how ores are formed.
 List metals and the ores they come from.
 Research Assignment: Students research where 5 metals or minerals are mined in Australia
and plot them on a map using symbols and a key.
8
9
10
Mining – See Mining
 Review mining techniques e.g. surface, underground, dredging leaching.
 Discuss crude oil exploration and mining and the process of fractional distillations
 Worksheet: Provide students with a diagram showing the fractions that come from crude oil.
Students complete the worksheet by writing what products come from each fraction.
Impact of Mining – See Mining; Conservation of Resources
 Discuss the economic and environmental impact of mining.
 Activity: See Cookie Mining Activity in Mining.
 Research Report: Students prepare a report on the impact of mines on the environment and
how governments and mining companies are trying to lessen the impact.
Assessment