YEAR 8 COURSE 1 SCIENCE
IMCC 2015: TERM SUMMER
CELLS AND LIVING SYSTEMS
Year 8 Level Description
The Science Inquiry Skills and 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 Standard 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 Science as a Human Endeavour strand can
provide relevant contexts in which science can be taught. 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 8, students are introduced to cells as microscopic structures that
explain macroscopic properties of living systems. They link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter
between interdependent organs. Similarly, they explore changes in matter at a particle level, and distinguish between chemical and physical change. They begin to classify
different forms of energy, and describe the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle. Students use
experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations. They make predictions
and propose explanations, drawing on evidence to support their views.
Year 8 Content Descriptions
Science Understanding
Biological sciences
Cells are the basic units of living things and have
specialised structures and functions (ACSSU149)
Multi-cellular organisms contain systems of organs
that carry out specialised functions that enable them
to survive and reproduce (ACSSU150)
Science as a Human Endeavour
Nature and development of science
Scientific knowledge changes as new evidence
becomes available, and some scientific discoveries
have significantly changed people’s understanding
of the world (ACSHE134)
Science knowledge can develop through
collaboration and connecting ideas across the
disciplines of science (ACSHE226)
Science Inquiry Skills
Use and influence of science
Identify questions and problems that can be
investigated scientifically and make predictions
based on scientific knowledge (ACSIS139)
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 (ACSHE135)
Science understanding influences the development
of practices in areas of human activity such as
industry, agriculture and marine and terrestrial
resource management (ACSHE136)
People use understanding and skills from across the
disciplines of science in their occupations
(ACSHE227)
Questioning and predicting
Planning and conducting
Collaboratively and individually plan and conduct a
range of investigation types, including fieldwork
and experiments, ensuring safety and ethical
guidelines are followed (ACSIS140)
In fair tests, measure and control variables, and
select equipment to collect data with accuracy
appropriate to the task (ACSIS141)
Processing and analysing data and information
Construct and use a range of representations,
including graphs, keys and models to represent and
analyse patterns or relationships, including using
digital technologies as appropriate (ACSIS144)
Summarise data, from students’ own investigations
and secondary sources, and use scientific
understanding to identify relationships and draw
conclusions (ACSIS145)
Evaluating
Communicating
Reflect on the method used to investigate a
question or solve a problem, including evaluating
the quality of the data collected, and identify
improvements to the method (ACSIS146)
Communicate ideas, findings and solutions to
problems using scientific language and
representations using digital technologies as
appropriate (ACSIS148)
Use scientific knowledge and findings from
investigations to evaluate claims (ACSIS234)
YEAR 8 COURSE 1 SCIENCE
IMCC 2015: TERM SUMMER
CELLS AND LIVING SYSTEMS
Wk
1
Topic
Content
Activities
Microscopes
(ACSSU149)
Living or Non-living? How do
we know something is alive?
- MRS GREN
LIVING OR NONLIVING.THE PROBLEM
OF EXTRATERRESTRIAL LIFE
http://www2.maxwell.syr.edu/plegal/tips/t5pro
d/burkertwq1.html
Examine a variety of cells
using a light microscope, by
digital technology or by
viewing a simulation



Names to parts of the
microscopes and their
function
Monocular microscope
Magnification calculations
(Total magnification and
reading magnification from



Label microscopes
Practical activity 1 (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
skill-builder, p55- drawing). Ensure
students begin with the sample on the left
of the FOV and direct them each time they
change the magnification.
Measuring with a microscope
http://www.ccmr.cornell.edu/education/module
Resources and
Experiments
 Pearson Ch. 2.1
 Practical Activities
2.1

Assessment and
Homework
 Unit Review
questions. 2.1
 Label
microscope
worksheet.
Microscope test
1
Cells –
Animal cells
and
specialised
animal cells
(ACSSU149)
the microscope). If students s/documents/MeasuringwithaMicroscope.pdf
pick up total magnification,
move onto FOV.
History of the Microscope
http://paperproject.asu.edu/microscopehistory/i
ndex.html
History of Microscopy
On-line Adventures in Microscopy
Curricula, lesson plans & other resources
http://swehsc.pharmacy.arizona.edu/exppath/mi
cro/edu/education.php#sub1
Animal

Cellular
organisation

 Distinguish between
plant cells, animal cells http://www.emc.maricopa.edu/faculty/farabee/
and fungal cells, giving biobk/biobookcell2.html
function to their parts
Function of the major
organelles
 Nucleus, cytoplasm,
vacuole, cell
membrane, cell wall,
mitochondria,
ribosomes, lysosomes,
endoplasmic reticulum
 Identifying structures
within cells and
describing their
function
Draw and label animal cells – cut and paste
activity.
Examine specialised cells
involved in structure and
function of particular organs
What types of special cells are there?
Brainstorm? Draw a human body outline and
get students to cut out (pre printed) pictures of
main organs and stick on their outline. Next to
each, student’s stick/draw a diagram of the
specialised cell that makes up that organ.
Multi-cellular organisms
(definition)
 Examining the specialised
Construct a cell (groups) using a polystyrene
ball and craft objects. Students label the cell.
Function: Students create a structure and
function sheet to summarise the function of
each organelle.
Review questions
Pearson Ch. 2.2
Activity sheets 2.2;
2.3; 2.4

Unit Review
questions 1-10
Activity sheets

2
Cells - Plant
Cells and
specialised
plant cells.
cells and tissues involved
in structure and function of
particular organs
Included - Specialised
animal cells - Muscle,
nerve, blood, fat
Function and structure of the
major plants organelles.
Vacuole, cell wall, cell
membrane, nucleus,
chloroplast
(ACSSU149)



Inquiring questions 2 &4 (p62)
Activity 2.3
Specialised cells worksheet.
May want to re-examine some specialised
cells/revise the ones they’ve already looked at
last week.
Draw and label animal cells – cut and paste
activity.


Pearson Ch. 2.3
Practical Activities
2.3

Unit Review
questions 2.3


Pearson Ch. 2.4
Activity sheet 2.8

Review
questions
Plant structure and function
http://www.uic.edu/classes/bios/bios100/labs/pl
antanatomy.htm
Examine specialised cells
involved in structure and
function of particular organs
Multi-cellular organisms
(definition)
 Examining the specialised
cells and tissues involved
in structure and function of
particular organs
Specialised
cells
(ACSSU150)
Draw and discuss specialised
animal and plant cells

2
Cell to
organism
ACSSU150)
Specialised plant cells
guard, conducting, root
hairs, structural
Examine the specialised cells
and tissues involved in
structure and function of
particular organs.

Practical activity 2.4 (Part 1 & 2)
Animal cells and tissues
http://www2.estrellamountain.edu/faculty/farab
ee/BIOBK/biobookanimalts.html
Cells  Tissue Organs 
Systems
Give students a time limit to see how many
cells, tissues etc. they can list in 1-minute
blocks.

3
Living
systems
(ACSSU150)
Digestive
system



4/5
Circulation
(ACSSU150)
Identify the organs and
overall function of a system
of multicellular organism
in supporting the life
process.
Describe the structure of
each organ in a system
relating it s function to the
overall function of the
system
Emphasis is on the mouth
(saliva and teeth),
oesophagus (peristalsis),
Stomach (acid, breaks food
down more and turns it into
chyme), Liver and pancreas
(adds other chemicals - bile
to break down other foods),
intestines (small and large
to absorb nutrients and
water, forms hard poo),
rectum and anus.
Structure of the Heart
Quizzes.
Labelling sheets.


Pearson Ch. 3.1
Practical activity 3.1

Review
questions 110

Brainstorm ideas students already know about
the digestive system (function, organs, acids,
etc.) Why is it important to digest our food?
How does this help us to survive?
Video about the digestive system. Worksheet
(cut and paste)
-Create a real life digestion system/poster with
a summary of their organ.
Digestive system experiments. (file saved)
https://www.youtube.com/watch?v=aemI64NA
K08 .
http://rhondaalbom.hubpages.com/hub/makepoo
(Use a mixture of both these websites in the
same order, don’t need to do go through the
enzymes)
Students have a summary sheet ‘making poo’
and summarise what happens in the mouth,
stomach, small intestines
Label a heart (students do not need to know
individual structure names).



Colour the oxygenated and deoxygenated sides
of the heart in blue or red. On the hearts,
Pearson Ch. 3.3
Practical Activities
3.3
PowerPoint.


Chapter
review 3.3
Practical
assessment
students label with numbers the order in which
the blood moves through it.
Vessels
 Arteries, Veins And
Capillaries
6
Respiration in
animals
Blood cells – relate back to
specialised cells. Students only
need to know the types.
Discuss the different functions
of each.
 WBC, RBC, Platelets,
Plasma
 Describe the structure of
each organ in a system
relating it s function to the
overall function of the
system
Students view a specimen or a image that
shows the difference between them. Why do
these all look different? What are their jobs in
the body?
Heart dissection.
Draw and label figure 3.2.1.
Lung and surface area prac p. 91.
Small practical – increasing breathing rate and
heart rate. Students explain why breathing rate
and heart rate need to go up when you exercise.
Old investigation – Do
this as an in class
experiment. Heart and
breathing rate.
http://www.science123.n.
nu/respiration
Students compare human respiration with the
respiration of fish. Spot the difference and
explain why there are differences.
http://www.gov.mb.ca/conservation/sustain/res
pir.pdf
7
Diseases of
the digestive
and
circulatory

Examine and describe a
disease that affects the
digestive/circulatory
system.
http://people.eku.edu/ritchisong/birdrespiration.
html animation shows the differences between
insects, humans and birds.
 Work individually on a given disease.

Create a fact sheet about their disease. Must
include; what the disease is. What part of
the body it affects? How does it affect the
Scaffolded research
sheet (include
planning, notes sheet,
good copy sheet,

body? Symptoms? Medical treatment?
Prevent it etc.
system.
8
Asexual and
sexual
reproduction
(ACSSU150)


Distinguish between
asexual and sexual
reproduction in plants
and animals
Compare reproductive
systems of organisms
Students define sexual and asexual
reproduction and list some animals and plants
that reproduce in this way.
bibliography sheet)


Pearson Chapter 4.2
Practical Activity 4.2

Review
questions 4.2
Flower – sexual reproduction.
Flower dissection/ cut and paste. Students
should know how fertilisation occurs in plants.
Either by writing steps, dot points or place in
an order.
Compare to – human reproductive system (base
on prior learning from yr 7 RE reproduction.
Examine examples of vegetable reproduction –
asexual.
What are the benefits of these types of
reproduction?
9
REVISION
Unit test
Assessment outline
ASSESSMENT TYPE
TITLE
WORTH
Practical Assessment
Heart dissection
5%
Microscope test
Microscopes
Topic Test
Biological Science Topic test
5%
10%