YEAR 8 SCIENCE – COURSE 1
IMCC2015: TERM 4
EARTH SCIENCE & INQUIRY SKILLS
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.
Use and influence of science
Planning and conducting
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)
Collaboratively and individually plan and conduct a
range of investigation types, including fieldwork and
experiments, ensuring safety and ethical guidelines are
followed (ACSIS140)
Science understanding influences the development of
practices in areas of human activity such as industry,
agriculture and marine and terrestrial resource
management (ACSHE136)
In fair tests, measure and control variables, and select
equipment to collect data with accuracy appropriate to
the task (ACSIS141)
Year 8 Content Descriptions
Science Understandings
Earth and space sciences
Sedimentary, igneous and metamorphic rocks contain
minerals and are formed by processes that occur within
Earth over a variety of timescales (ACSSU153)
Science as a Human Endeavour
Processing and analysing data and information
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)
People use understanding and skills from across the
disciplines of science in their occupations (ACSHE227)
Science Inquiry Skills
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)
Questioning and predicting
Identify questions and problems that can be investigated
scientifically and make predictions based on scientific
knowledge (ACSIS139)
Summarise data, from students’ own investigations and
secondary sources, and use scientific understanding to
identify relationships and draw conclusions (ACSIS145)
Use scientific knowledge and findings from investigations
to evaluate claims (ACSIS234)
Evaluating
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)
Communicating
Year 8 Earth & Space Sciences Program Term 4 2015.
Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales
(ACSSU153)
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Wk
Representing the stages in the formation of igneous, metamorphic and sedimentary rocks, including indications of timescales involved
Identifying a range of common rock types using a key based on observable physical and chemical properties
Recognising that rocks are a collection of different minerals
Considering the role of forces and energy in the formation of different types of rocks and minerals
Recognising that some rocks and minerals, such as ores, provide valuable resources
Topic
1
Structure of the
Earth
(ACSSU153)
2
Rocks & Minerals
Rock Cycle
Overview
(ACSSU153)
Content
Activities
The structure of the
earth. Crust, mantle and
inner and
outer core.
Cut and paste of the Earth’s crust.
Features of each layer of the earth.
Understanding that the
type of rock is
determined by formation
method and not
composition of minerals
Watch minerals video and
summarise on a flow chart sheet
characteristics of minerals.
Resources and
Experiments
Chap 8.1
Worksheets on Earth
cross section
Practical activities 8.1
Dante’s peak video
Clickview
1.How Old Is It? Series:
Our Earth 2.Minerals and Ores
Examine Minerals and complete a
worksheet E1
prac that looks at the properties of 3.Rock Recipes Series:
Assessment and
Homework
8.1 Unit review
Minerals
Properties of minerals
p.317 - 318
Mohs Scale
Scratch test
Streak test
Flame test
Rock Cycle.
a mineral.
Rock cycle highlighted paragraph
sheet.
Our Earth
4.Rock Cycle worksheet
E3
Mineral samples.
Acid in dropper bottles
Hand lenses
9.5 Identifying and
classifying minerals
Construct a rock cycle on A3 with
just the basic words. Leaving
space to complete in later lessons
the details of each rock type and
process. p.308 text
Worksheets
Sugar and the rock cycle prac.
3
Igneous Rocks
Ch 8.1
(ACSSU153)
Characteristics include:
Interlocking crystals
Hardness
Strength
Differentiate between
extrusive and intrusive
igneous rocks
Classification by:
Hardness
Size of Crystal
Colour
Porosity
Watch igneous rock video and
summarise on a flow chart.
Examine types of Igneous rocks
and match to the characteristics.
Extension prac: Identify how the
speed of rock cooling affects the
crystal size in igneous rocks.
p.287
Worksheets
9.1 Igneous Rocks Worksheet
Clickview
1.
Igneous Rocks
Series: Types of
Rocks Worksheet
E2
2.
Igneous,
Sedimentary and
Metamorphic ch1
worksheet E4
3.
The Rock Cycle
Show Chs2,3,6 & 7
Practical Activity
1. Cooling and crystal
size p.287
2. Comparing igneous
rocks p.288
4
Sedimentary
Rocks and fossils
Characteristics , uses and
examples of Sedimentary
rocks
(ACSSU153)
Watch Sedimentary rock video
and summarise on a flow chart.
Examine types of Igneous rocks
and match to the characteristics.
Make a sedimentary rock.
4
5
Metamorphic
(ACSSU153) Rocks
Weathering &
Erosion
(ACSSU153)
Characteristics, uses and
examples of
Metamorphic rocks
Physical and chemical
weathering.
Differentiate Erosion
from Weathering
Chapter 8.3
Practical Activity 8.3
Unit Review
Watch sedimentary rock video
and summarise on a flow chart.
Clickview
1. Sedimentary and
Metamorphic rocks
2. Igneous,
Sedimentary and
Metamorphic ch2 3.
The Rock Cycle Show
Chs2,4,5,,6 & 7
Unit review
Examine types of Igneous rocks
and match to the characteristics.
Chapter 8.4
Ch. 8.2
Practical activities 8.2
Consider the different ways in
which rocks can be broken down
into smaller rocks.
Freeze/Thaw
Exfoliation
Acidic Rain
Clickview
1. Our Earth : Wear
and Tear. Pt 5.
Practical Activity
1. Stretching water
p.290
2. Simulating
weathering p.296
3. 8.3 Weathering
Experiment
Weathering
powerpoint.
6/7
Density
(ACSSU225)
A physical property
Comparing density
Calculating density–

simplified (triangle
method)

Density tower (prac 6.3; 1)
– students explain in a
paragraph why they think
the liquids have formed a
tower.
Density of an irregular
shape (6.3; 2)

Pearson chapter
6.3
Density
investigation
Define density as how much
mass is in a unit of a substance.
(How much can be packed into
a small section of an object).
Model to students how to
calculate the density of an
object. Start with a regular
shape (square/rectangle) then
move to irregular shape.
Extend students by allowing
them to use the decanting
tins/cylinders to calculate
density.
8
Revision & Test
Unit test
Assessment Outline
ASSESSMENT TYPE
TITLE
WEIGHTING
Practical Assessment
Thermal capacity
6%
Practical Assessment
Density
6%
Unit test
Unit Test
8%