Unit plan - northkeppelislandeec.eq.edu.au · Web view- use Chemwatch Gold to consult the...

$: Unit plan - northkeppelislandeec.eq.edu.au · Web view- use Chemwatch Gold to consult the relevant MSDS ... • Word knowledge ... \Coredata\Common\Curriculum\C2C 2013\Unit 1 Science$
OneSchoolUnit Plan

Name: Unit 1 - Science Year 7 Duration: 1 Week

Year Level/s: 7 Type: MasterClass:

Applicable SCIENCE Teachers: CorporateLearning Areas:

Unit OutlineWater - Waste not, want notIn this unit students will consider the importance of water and the water cycle. They investigate pure substances, mixtures and separation techniques. Students consider everyday applications of the separation techniques and relate their use in a variety of occupations. These understandings will be applied in unit 2 through other applications to their community.

This unit needs to precede the unit Water - Waste not, want not (continued).

The assessment of some concepts in this unit take place in Unit 2, Water - Waste not, want not (continued).

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:- refer to WHS (Workplace Health and Safety) policy pertaining to schools- ensure students wear personal protective equipment- use Chemwatch Gold to consult the relevant MSDS (Materials Safety Data Sheets) for chemical safety information

Andrew Gill (NKIEEC)

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OneSchool Education Business SupportUnit Plan Plan Name: Unit 1 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCE

Status: Master Duration: 1 Week

Document Table of Contents ** Section not selected for printing

Curriculum Priorities• Australian Curriculum• Dimensions of teaching and learning

• Student ICT Expectations

Curriculum Summary• Curriculum Tracking

Teaching SequenceTeaching Sequence Summary• Water• Mixtures and substances

• Separation of mixtures• Assessment

Resources• Attachments• Plan Resource Bank

AssessmentAssessment Summary• Assignment/Project - Separating a

mixture (Yr 07)• Monitoring - Mixtures and

substances (Yr 07)• Monitoring - Water quality testing

(Yr 07)


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Australian Curriculum


Science- Year 7

Year 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 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.

In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered.

Content DescriptionsScience as a Human EndeavourUse and influence of science• People use understanding and skills from across the

disciplines of science in their occupations (ACSHE224 )

Science Inquiry SkillsCommunicating• Communicate ideas, findings and solutions to

problems using scientific language and representations using digital technologies as appropriate (ACSIS13 3 )

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 (ACSIS13 1 )

Science UnderstandingChemical sciences• Mixtures, including solutions, contain a combination of

pure substances that can be separated using a range of techniques (ACSSU113 )

Earth and space sciences• Some of Earth’s resources are renewable, but others

are non-renewable (ACSSU116 ) • Water is an important resource that cycles through the

environment (ACSSU222 )


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https://oslp.eq.edu.au/oslp/CurriculumPlanning/CurriculumPlan/ViewElaboration.aspx?CurriculumItemId=5714&CorporateDocumentVersionId=15







Status:

Planning and conducting

Master Duration: 1 Week

• Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS12 5 )

• In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS12 6 )

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 (ACSIS12 9 )

• Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS13 0 )

Questioning and predicting

• Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS12 4 )


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OneSchool Education Business SupportUnit Plan Plan Name: Unit 1 - Science Year 7 (V2.0)Year: 7Learning Areas: SCIENCEYear 7 achievement standard


By the end of Year 7, students describe techniques to separate pure substances from mixtures. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines has been used to solve a real- world problem. They explain how the solution was viewed by, and impacted on, different groups in society.

Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.


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Curriculum Priorities - PedagogyDimensions of teaching and learning

Curriculum intent Content descriptions


What do visiting students need to learn?

Curriculum is the planned learning that a school offers and enacts.

Curriculum intent is what we want students to learn from the mandated curriculum.

Teachers decide how best to plan and deliver the curriculum to ensure all students have opportunities to engage in meaningful learning.

This unit provides opportunities for students to engage in the above Australian Curriculum Content descriptions.

General capabilities

Literacy• Comprehending texts through listening, viewing and reading• Composing texts through speaking, writing and creating• Text knowledge• Grammar knowledge• Word knowledge• Visual knowledge

Numeracy• Using fractions, decimals, percentages, ratios and rates• Interpreting and drawing conclusions from statistical information• Using measurement

Information and communication technology capabilityStudents will have opportunities to demonstrate the Queensland Student ICT Expectations in:• Operating ICT

Student ICT Expectations - by the end of Year of 9 http://education.qld.gov.au/smartclassrooms/ictstudents/8-9.html

[accessed on 31 July 2012]

Students will have opportunities to demonstrate the Australian Curriculum ICT learning continuum in:• Managing and Operating ICT

Critical and creative thinking


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• Inquiring - identifying, exploring and clarifying information• Generating innovative ideas and possibilities• Reflecting on thinking, actions and processes

Personal and social capability• Social management

Ethical behaviour• Reflecting on personal ethics and decision making

Intercultural understanding• Responsibility

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will access information about separation techniques used by the Kanomi Aboriginal Peoples. They will learn through experiencing the country how the Kanomi could live on an island sustainably for 4000 years.

The Embedding of Aboriginal and Torres Strait Islander perspectives into the curriculum requires more than addressing curriculum and pedagogy. To ensure holistic learning, teachers need to address the other realms of the Embedding Aboriginal and Torres Strait Islander perspectives in schools (EATSIPS) framework, these are: Personal and Professional Accountability, Community Engagement and Organisational Environment.

For further information refer to When delivering Aboriginal and Torres Strait Islander Perspectives.

Relevant prior curriculumStudents require prior experience from Year 2 with:Science Understanding

Earth and space sciences• Earth's resources, including water, are used in a variety of ways

Students require prior experience from Year 6 with:

Science understanding


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Chemical sciences• Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting

Science as a Human Endeavour

Use and influence of science• Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples' lives.• Scientific knowledge is used to inform personal and community decisions

Science Inquiry Skills Questioning and predicting Planning and conductingProcessing and analysing data and informationEvaluatingCommunicating

Curriculum working towards

The teaching and learning in this unit works towards the following in Year 8: Science Understanding

Chemical sciences• The properties of the different states of matter can be explained in terms of the motion and arrangement of particles• Differences between elements, compounds and mixtures can be described at a particle level

Science as a Human Endeavour

Use and influence of science• People use understanding and skills from across disciplines of science in their occupations

Science Inquiry Skills Questioning and predicting Planning and conducting


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Processing and analysing data and informationEvaluatingCommunicating

FeedbackWhat do visiting students already know? What do my students need to learn?

How do I teach it?

Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone's performance. The aim of feedback is to improve learning and is used to plan what to teach next and how to teach it.

Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.

Supportive learning environment

DifferentiationTeachers are consulted before coming on camp at NKIEEC to identify pre and post camp activities and to identify any students that have learning difficulties or require support

What do your students already know and what do your students need to learn? Consider the individual needs of your students -including ESL, gifted and talented and student requiring additional support.

Start where students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.

The learning experiences within this unit can be differentiated by increasing:• the frequency of exposure for some students• the intensity of teaching by adjusting the group size• the duration needed to complete tasks and assessment.

For guided and/or independent practice tasks:• student groupings will offer tasks with a range of complexities to cater for individual learning needs• rotational groupings allow for more or less scaffolding of student learning.

Feedback to studentsEstablish active feedback partnerships between students, teachers and parents to find out:• what each student already knows and can do• how each student is going• where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful.

Feedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:• students stating that clear water is clean water. Inform students that clear water may contain contaminants that are

invisible to the human eye.• students who think that a mixture always has a liquid component. Inform students that mixtures can be made of any

combination of solids, liquids and gases.


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• students stating that mixtures containing liquids cannot be separated. Demonstrate to students that liquid mixtures are able to be separated using a range of techniques such as evaporation.

Use feedback to inform future teaching and learning.

For further information related to mixtures and substances consult the lesson plans.

Reflection on the unit planIdentify what worked well during and at the end of the unit for future planning. Reflection may include:• activities that worked well and why• activities that could be improved and how• monitoring and assessment that worked well and why• monitoring and assessment that could be improved and how• common student misconceptions that need, or needed, to be clarified• differentiation and future student learning needs.

AssessmentWhat do visiting students understand and can do? How well do they know and do it?

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students' understanding.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learningneeds.

Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

Specific monitoring opportunities in this unit may include:

Student response to activity - Water quality testing

Check student responses to gauge their capacity to:• understand the importance of water quality testing• understand water quality testing procedure• collate and evaluate data

Student response to activity - Monitoring task - Mixtures and substances

Check student responses to gauge their capacity to:• identify mixtures and substances• define mixtures and substances


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• describe simple separation techniques• describe occupations that use separation techniques

Assessing student learning (Post Camp back at school)Assessment Name: Separating a mixture

Assessment Description: Students plan and conduct an investigation using separation techniques, evaluate results and method and suggest improvements to the investigation design.

This assessment provides opportunities to gather evidence of student learning in:

Science Understanding

Chemical sciences• Mixtures, including solutions contain a combination of pure substances and can be separated using a range of

techniques

Questioning and predicting• Identify questions and problems that can be investigated scientifically and make predictions based on scientific

knowledge

Planning and conducting• Collaboratively and individually plan and conduct a range of investigations, including fieldwork and experiments,

ensuring safety and ethical guidelines are followed

Processing and analysing data and information• Summarise data, from students' own investigations and secondary sources, and use scientific understanding to

identify relationships and draw conclusions

Evaluating• Reflects 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

Communicating• Communicate ideas, findings and solutions to problems using scientific language and representations using


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digital technologies as appropriate

The Australian Curriculum: Science for Prep (F)-10 Version 3 www.australiancurriculum.edu.au/Science/Curriculum/F-10


Sequencing teaching and learningWhat do visiting students already know and can do? What do visiting students need to learn? How do I teach it? The relationship between what is taught and how it is taught is critical in maximising student learning. Start with what visiting students already know and set goals for the next steps for learning. Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.

Teaching strategies and learning experiencesA suggested learning sequence is outlined below. For further information about learning focuses, refer to the teacher lesson overview , teaching sequence and lesson plans.

Water• Exploring water as a resource• Discovering the water cycle• Evaluating water quality

Mixtures and substances• Investigating mixtures and substances• Exploring everyday applications of mixtures

Separation of mixtures• Exploring separation techniques• Consolidating separation techniques

Assessment (Post camp)• Assessment: Separating a mixture• Review, reinforce and extend learning - Mixtures and substances


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https://learningplace.eq.edu.au/cx/resources/items/ff81af41-3232-122f-2e58-3ad21b4d6577/1/Sci_Y07_U1_TLO.pdf

https://learningplace.eq.edu.au/cx/resources/items/ff81af41-3232-122f-2e58-3ad21b4d6577/1/Sci_Y07_U1_TLO.pdf


Making judgments Achievement standard


How do I know how well visiting students have learned?

Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.

Teachers identify the task-specific assessable elements to make judgments against specified standards on evidence.

In this unit, assessment of student learning aligns to the following components of the Achievement standard.

By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth's gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences.

Students describe situations where scientific knowledge from different science disciplines has been used to solve a real world problem. They explain how the solution was viewed by, and impacted on, different groups in society.

Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.

The Australian Curriculum: Science for Prep (F)-10 Version 3.0 www.australiancurriculum.edu.au/Science/Curriculum/F-10



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Student ICT Expectations Operating ICTBy the end of Year 7 students:Navigate in software and in virtual environments


• differentiate between software types and select appropriate programs to undertake specific curriculum tasks

• select and use navigation features within software, simulations and websites


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Teaching Sequence


Curriculum Plan TopicsDuration Topic3 Lessons Water (NKIEEC)

2 Lessons Mixtures and substances (NKIEEC)

2 Lessons Separation of mixtures (NKIEEC)

4 Lessons Assessment (School)

11 Lessons Total Unit

Teaching Sequence at NKIEECTopic Water Topic Duration: 3 LessonsOverview Students will explore water, its uses and quality. They will recognise the importance of water as a renewable resource.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 1

Exploring water as a resource

Lesson objectivesStudents will:• identify different sources of water on North Keppel Island.• understand water's importance to their daily lives.

Evidence of learningCan the student:• categorise different sources of water?• relate the importance of water to their lives?

Example learning sequence• Engage with a demonstration on the differing amounts of

water on Earth• Discuss importance of water• Identify types of water on North Keppel Island• Examine water samples• Discuss water use• Examine the water cycle

Example resources• Website - Water cycle poster• Bill Nye Teacher Tube Water Monitoring sheets for cabins G:\Coredata\Common\

Curriculum\C2C 2013\Unit 1 Science Year 7\Resources\Water and Power tables.doc

Materials and equipment list • Water Cycle role play G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Resources\Water Cycle Role play script.doc Supporting learning resource - Differing amounts of water on

Earth demonstrationHelpful information• Website - The water cycle (EPA - United States

Environmental Protection Agency)Attachments• Camp Booklet • Lesson Plan G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Lesson Plans\Lesson 1.docx


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http://www.epa.gov/safewater/kids/flash/flash_watercycle.html

https://learningplace.eq.edu.au/cx/resources/items/5ec15e18-db17-cc33-e648-41087495bf52/1/Sci_Y07_U1_SLR_DiffAmountsWaterEarth.pdf


https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/2/equip.html

http://www.derm.qld.gov.au/waterwise/councils_program/pdf/a4_watercycle_poster1.pdf





Lesson 2

Discovering the water cycle

Lesson objectivesStudents will:• identify phase changes of water in the water cycle• identify renewable and non-renewable resources

Evidence of learningCan the student:• describe where water changes phase in the water cycle?• categorise renewable and non-renewable resources?

Example learning sequence• Review and discuss water cycle representations• View a model of the water cycle• Define terms from the water cycle• Perform water cycle experiments and relate to phase

changes• Identify water as a renewable resource• Identify other renewable resources• Consider non-renewable resources and examples of these Identify non renewable and renewable sources at NKIEEC Experience renewable energy sources

Example resources• Materials and equipment list• Learning object - Making water drinkable: Water and us ©

The State of Victoria (Department of Education, Employment and Training), 2000

• Website - The Water cycle ( Department of Environment and

Resource Management)• Sheet - Phase change experiments

Helpful information• Website - The water cycle (EPA — United States

Environmental Protection Agency)• Sheet - Phases in the water cycle• Learning object - Making water drinkable: Water cycle jigsaw

© State of Victoria (Department of Education & Training),2000

• Website - Learn it for life! (The State of Queensland — Department of Environment and Resource Management)

• Book - Whizzy's Incredible Journeys - Pick-a-Path book (TheState of Queensland — Department of Environment andResource Management)

Attachments

• Camp Booklet G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Camp Booklet for Assessment\Lesson 2.doc• Lesson Plan G:\Coredata\Common\Curriculum\C2C 2013\


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http://www.derm.qld.gov.au/waterwise/whizzy/index.html

http://www.derm.qld.gov.au/waterwise/education/index.html

https://learningplace.eq.edu.au/cx/resources/items/2c6d8bce-46bf-a517-20b1-72627c153d12/1/viewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/file/a274d91f-b892-5d95-ba60-38e1c971190e/1/Sci_Y07_U1_ACT_PhasesWaterCycle.pdf


https://learningplace.eq.edu.au/cx/resources/file/c301719d-a983-d6e8-2d61-4f8beb53df74/1/Sci_Y07_U1_ACT_PhaseChangExp.pdf


https://learningplace.eq.edu.au/cx/resources/items/49418b0a-4a86-2be1-ccdd-294a2f4de062/1/viewIMS.jsp






Lesson 3

Evaluating water quality

Lesson objectivesStudents will:• recognise that before water is used, water quality must be

tested.Evidence of learningCan the student:• link water quality to different uses of water?

Example learning sequence• Identify North Keppel Island water sources• Discuss movement of water through water catchments• Examine sample of local water sources• Define water quality terminology and testing procedures• Perform water quality testing• Evaluate water quality and the investigation• Establish links between the uses of water and water quality Evaluate whether the two different resultsa attained correlate

to water quality

Example resources• Website — Total Water Cycle Management (Department of

Environment and Resource Management)• Slideshow - Water quality• Materials and equipment list • Macro Invertabrae ID sheet G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Resources\ID chart.doc G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Resources\macroinvertebrate sampling.doc Vernier Data Logger Sheet - Turbidity tube• Sheet - Water quality tests

Helpful information• Support learning resource F- inding information about water

catchments• Slideshow - Turbidity units (NTUs)

Attachments• Camp Booklet G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Camp Booklet for Assessment\Lesson 3.doc• Lesson Plan G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Lesson Plans\Lesson 3.docx


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https://learningplace.eq.edu.au/cx/resources/items/7dc42063-09da-4bf0-9d8c-13e05492e780/0/Sci_Y07_U1_SS_TurbidityStandards.ppt

https://learningplace.eq.edu.au/cx/resources/items/91598347-d666-4bab-be4e-bfa9777dade0/1/Sci_Y07_U1_SLR_FindInfoWaterCatchments.pdf


https://learningplace.eq.edu.au/cx/resources/file/9627d044-d44c-267e-ca50-ac8f876eae20/1/Sci_Y07_U1_ACT_WaterQualTests.pdf

https://learningplace.eq.edu.au/cx/resources/file/32294545-0657-46dd-b7d8-78769eb591fc/1/Sci_Y07_U1_ACT_TurbidTube.pdf


https://learningplace.eq.edu.au/cx/resources/items/1d195bb6-3c64-cb5c-8d0e-443a896764a5/1/ViewIMS.jsp

http://www.derm.qld.gov.au/waterwise/councils_program/pdf/a4_total_watercycle_poster.pdf




Teaching Sequence at NKIEECTopic Mixtures and substances Topic Duration: 2 LessonsOverview Students will define mixtures, substances and solutions and explore their everyday applications. Students will explore simple separation techniques and professions that use

them.


Lesson 4

Investigating mixtures and substances

Lesson objectivesStudents will:• understand that water is found naturally as a mixture.• identify the characteristics of pure substances and mixtures.

Evidence of learningCan the student:• understand that in a solution, water is the solvent?• identify the pure substance in a solution mixture?

Example learning sequence• Discuss water as a pure substance and how it occurs

naturally in mixtures• Review the concept of dissolving as a process• Review the terms related to dissolving• View an example of solubility• Explore mixtures and substances• Discuss everyday substances, mixtures and solutions

Example resources• River Flow Pollution story – Fitzroy River G:\Coredata\

Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Resources\The Story of a River.docx

Learning object - Making water drinkable: mixtures © State of Victoria (Department of Education & Training), 2000

• Materials and equipment list • Sheet - Solubility fair test• Sheet - Mixtures procedures

Attachments

• Camp Booklet G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Camp Booklet for Assessment\Lesson 4.doc• Lesson Plan G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Lesson Plans\Lesson 4.docx


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https://learningplace.eq.edu.au/cx/resources/file/10229e89-c27d-0547-6ae2-1eb10576d41f/1/Sci_Y07_U1_ACT_MixProc.pdf

https://learningplace.eq.edu.au/cx/resources/file/7f2a371a-7bbc-ab54-9604-f929c56891da/1/Sci_Y07_U1_ACT_SolubFairTest.pdf


https://learningplace.eq.edu.au/cx/resources/items/1ee5cee7-7a72-d155-f575-7207f15a4f59/1/viewIMS.jsp



Teaching Sequence at NKIEECTopic Mixtures and substances Topic Duration: 2 LessonsOverview Students will define mixtures, substances and solutions and explore their everyday applications. Students will explore simple separation techniques and professions that use

them.


Lesson 5

Exploring everyday applications of mixtures

Lesson objectivesStudents will:• identify simple separation techniques.• understand how different cultures and professions use

separation techniques.Evidence of learningCan the student:• name and describe simple separation techniques?• describe how different professions use separation

techniques?Example learning sequence• Examine prior knowledge of separation techniques• Consider how Indigenous Peoples' have used separation

techniques over time• Define simple separation techniques (sieving, winnowing,

hand-picking)• Describe everyday applications of separation techniques• Explore simple separation techniques• Participate in an activity using paper chromatography

separation technique• Consider the importance of fair testing• Observe a demonstration on evaporation as a separation

technique

Example resources• Materials and equipment list• Image - Indigenous wooden container from New

South Wales (Australian Museum, number E68140)

Cabbage tree parts for sieving• Supporting learning resource - Indigenous Australian

separation techniques• Supporting learning resource - Simple separation

techniques: Definitions• Sheet - Chromatography procedure - Teacher instructions• Sheet - Chromatography procedure - Student instructions• Sheet - Ransom set up - Teacher instructions• Supporting learning resource - Evaporation separation

technique demonstration• Supporting learning resource - Everyday applications of

separation techniques• Sheet - Monitoring task - Mixtures and substances• Sheet - Monitoring Task - Mixtures and substances -

Modelled student responseHelpful Information• Website - QM Loans — Aboriginal science, technology and

trade (Queensland Museum)• Video - Hidden colours in black ink - Part A• Video - Hidden colours in black ink - Part B

Attachments• Camp Booklet G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Camp Booklet for Assessment\Lesson 5.doc• Lesson Plan G:\Coredata\Common\Curriculum\C2C 2013\Unit


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https://learningplace.eq.edu.au/cx/resources/file/a3d294bd-15be-6556-ca7a-8dabc3304310/1/html/video_3_08.html


http://www.qm.qld.gov.au/Learning+Resources/QM+Loans/Whats+New



https://learningplace.eq.edu.au/cx/resources/items/43729672-b9dc-4748-a365-435ddf701113/1/Sci_Y07_U1_SLR_EveryAppSepTec.pdf



https://learningplace.eq.edu.au/cx/resources/items/2d2cadbe-c74e-4416-8e6c-61dbd16185c0/1/Sci_Y07_U1_SLR_EvapoSepTechDemo.pdf


https://learningplace.eq.edu.au/cx/resources/file/a844e688-11a8-f656-ac76-31f70f137333/1/Sci_Y07_U1_ACT_RansomSetup.pdf

https://learningplace.eq.edu.au/cx/resources/file/19345c17-0884-353e-094f-5f6f9d5f979d/1/Sci_Y07_U1_ACT%20ChromProcStud.pdf

https://learningplace.eq.edu.au/cx/resources/file/b483519c-4a79-37ba-48e5-af375d9be5a4/1/Sci_Y07_U1_ACT%20ChromProcTeach.pdf

https://learningplace.eq.edu.au/cx/resources/items/258b5173-2711-42d3-b2fa-bf579cc1de55/1/Sci_Y07_U1_SLR_SimpleSepTechDef.pdf


https://learningplace.eq.edu.au/cx/resources/items/daca72d4-81aa-45ba-b68b-eb1d7d855e8e/1/Sci_Y07_U1_SLR_IndigAustSepTech.pdf


https://learningplace.eq.edu.au/cx/resources/items/7bb0eb93-e0c1-59ef-8dd6-74f2e5a159ac/3/viewIMS.jsp






Teaching Sequence at NKIEECTopic Separation of mixtures Topic Duration: 2 LessonsOverview Students will explore simple and complex separation techniques and discuss their everyday applications.


Lesson 6

Exploring separation techniques

Lesson objectivesStudents will:• identify ways to separate substances from mixtures.

Evidence of learningCan the student:• separate substances from a mixture?

Example learning sequence• Review definitions of mixtures including solutions and pure

substances• View an example of a distillation separation technique• Conduct problem-solving activities in order to separate

substances from mixtures• Review evaporation as a separation technique• Discuss the effectiveness of evaporation as a separation

technique• Revise everyday applications of separation techniques

Example resources• Materials and equipment list• Supporting learning resource P- roblem-solving activities for

separating mixtures• Supporting learning resources E - veryday applications

of separation techniques• Tray and crystals from evaporation demonstration

Helpful information• Video - Make some salt - Part A• Video - Make some salt - Part B• Website - Compounds and mixtures (BBC KS3 Bitesize)

Attachments

• Camp Booklet G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Camp Booklet for Assessment\Lesson 6.doc• Lesson Plan G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Lesson Plans\Lesson 6.docx


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http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/compounds_mixtures/activity.shtml






https://learningplace.eq.edu.au/cx/resources/items/a98fc3e6-e6c2-4c79-bbf1-5c420b853141/1/Sci_Y07_U1_SLR_ProbSolvActSepMix.pdf





Teaching Sequence at NKIEECTopic Separation of mixtures Topic Duration: 2 LessonsOverview Students will explore simple and complex separation techniques and discuss their everyday applications.


Lesson 7

Consolidating separation techniques

Lesson objectivesStudents will:• understand how different separation techniques work.

Evidence of learningCan the student:• perform correct separation techniques?

Example learning sequence• Review types of separation techniques explored• Define new separation techniques• View and discuss results of distillation example• Discuss everyday applications of distillation• View appropriate separation techniques for different

mixtures• Collaboratively plan to separate a mixture• Practice correct separation techniques• Revise and reflect on learning over the unit

Example resources• Materials and equipment list• Supporting learning resource E- veryday applications of

separation techniques• Sheet - Separation procedure - Student instructions• Sheet - Separation technique posters• Garbage bag (Solar still) Learning object - Space Lab Grumpy in the desert ©

Curriculum Corporation and education.au limited

Helpful information• Video - Collect water• Video - Solar water cleaner - Part A• Video - Solar water cleaner - Part B• Website - Compounds and mixtures (BBC, KS3 Bitesize)

Attachments• Camp Booklet G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Camp Booklet for Assessment\Lesson 7.doc• Lesson Plan G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Lesson Plans\Lesson 7.docx


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https://learningplace.eq.edu.au/cx/resources/items/91e31888-ef87-734b-d83f-aab0d6a6000c/2/viewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/file/bef06b31-a5a0-8bf6-026e-9d1478fb383e/1/Sci_Y07_U1_ACT_SeparPosters.pdf

https://learningplace.eq.edu.au/cx/resources/file/2a1666ae-0d86-8dcd-3ebc-082fb7df2c15/1/Sci_Y07_U1_ACT_SeparProc.pdf






Teaching Sequence post camp at schoolTopic Assessment Topic Duration: 4 LessonsOverview Students will complete the Assessment Task - Separating a mixture


Lessons 8-10

Assessment - Separating a mixture

Lesson objectivesStudents will:• complete the assessment task - Separating a mixture

Example learning sequence• Plan and conduct an investigation using separation

techniques• Evaluate data and method• Suggest improvements to the investigation design

Example resources• Materials and equipment list• Assessment task - Separating a mixture student booklet

Helpful information• Assessment task - Modeled response: Separating a mixture

student booklet• Assessment task - Teacher instructions: Separating a

mixture: Mixture sample preparation

Attachments

• Independent Learning Materials• Independent Learning Materials• Independent Learning Materials• Lesson Plan


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https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=70902769-FA05-4F4E-B49C-984C637F5051&EntityCompositeKey=11%7C9655936

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=B53DB786-4124-4F84-ADB6-BBCAA51C7433&EntityCompositeKey=11%7C9655936

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=1AB22077-0D0F-418D-B58C-2C81279F7BD0&EntityCompositeKey=11%7C9655936

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=B2ADC4DA-E51C-45E0-B641-16979D1E2D91&EntityCompositeKey=11%7C9655936




Teaching Sequence post camp at schoolTopic Assessment Topic Duration: 4 LessonsOverview Students will complete the Assessment Task - Separating a mixture


Lesson 11

Review, reinforce and extend learning - Mixtures and substances

Lesson objectivesStudents will:• review and consolidate understanding of mixtures and pure

substances.Evidence of learningCan the student:• define a pure substance and a mixture?

Example learning sequence• Consolidate and extend understanding of mixtures and pure

substances.• Participate in learning experiences related to pure

substances, mixtures and solutions selected or adapted from those used in previous lessons.

Example resources• Learning object - Making Water Drinkable: Mixtures © The

State of Victoria (Department of Education, Employment an Training), 2000

Attachments

• Lesson Plan


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Resources


Unit Plan Section Resource

Plan Details Evidence of Learning Checklist - Sci_Y07_U1_ILM_Ph2_EOL.pdf

Sequence – Water

Sequence - Mixtures and substances

Sequence - Separation of mixtures

Sequence - Assessment

Camp Booklet Activity - G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Camp Booklet for Assessment\Lesson 1.docCamp Booklet Activity - G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Camp Booklet for Assessment\Lesson 2.doc

Camp Booklet Activity - G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Camp Booklet for Assessment\Lesson 3.doc

Lesson Plan - G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Lesson Plans\Lesson 1.docx




Camp Booklet Activity -G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Camp Booklet for Assessment\Lesson 5.docLesson Plan - G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Lesson Plans\Lesson 4.docx



Camp Booklet Actvity - G:\Coredata\Common\Curriculum\C2C 2013\Unit 1 Science Year 7\Camp Booklet for Assessment\Lesson 7.doc



Independent Learning Materials - Sci_Y07_U1_ILM_Ph2_LP08.pdf


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https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=423FA58F-BE0A-4B8B-9D5F-DD6620AC1E98&EntityCompositeKey=10%7C647688




Sequence



Assessment: Helpful information - Sheet - Mixture Sample Preparation

Assessment: Learning object - Making water drinkable: mixtures © State of Victoria(Department of Education & Training), 2000

Assessment: Materials and equipment requirements list

Mixtures and substances - Materials and equipment requirements list

Mixtures and substances: Helpful Information - Video - Hidden colours in black ink - Part A

Mixtures and substances: Helpful Information - Video - Hidden colours in black ink - Part B

Mixtures and substances: Helpful Information - Website - Queensland Museum Loan Kits - Aboriginal science, technology and trade http://www.qm.qld.gov.au/Learning+Resources/QM+Loans/Whats+New

Mixtures and substances: Image - Indigenous wooden container Australian Museum, number E68140 http://www.australianmuseum.net.au

Mixtures and substances: Learning object - Making water drinkable: mixtures © State ofVictoria (Department of Education & Training), 2000

Mixtures and substances: Sheet - Chromatography procedure student instructions

Mixtures and substances: Sheet - Chromatography procedure teacher instructions

Mixtures and substances: Sheet - Mixtures procedures


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https://learningplace.eq.edu.au/cx/resources/file/10229e89-c27d-0547-6ae2-1eb10576d41f/1/Sci_Y07_U1_ACT_MixProc.pdf

https://learningplace.eq.edu.au/cx/resources/file/b483519c-4a79-37ba-48e5-af375d9be5a4/1/Sci_Y07_U1_ACT%20ChromProcTeach.pdf

https://learningplace.eq.edu.au/cx/resources/file/19345c17-0884-353e-094f-5f6f9d5f979d/1/Sci_Y07_U1_ACT%20ChromProcStud.pdf


http://www.australianmuseum.net.au/











https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=B53DB786-4124-4F84-ADB6-BBCAA51C7433&EntityCompositeKey=11%7C9655936

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=1AB22077-0D0F-418D-B58C-2C81279F7BD0&EntityCompositeKey=11%7C9655936




Mixtures and substances: Sheet - Monitoring task - Mixtures and substances

Mixtures and substances: Sheet - Monitoring Task - Mixtures and substances - Modelled student response

Mixtures and substances: Sheet - Ransom set up teacher instructions

Mixtures and substances: Sheet - Solubility fair test

Mixtures and substances: Sheet - Teacher note - Evaporation separation technique demonstration

Mixtures and substances: Sheet - Teacher note - Everyday applications for separation techniques

Mixtures and substances: Sheet - Teacher note - Indigenous Australian separation techniques

Mixtures and substances: Sheet - Teacher note - Simple separation techniques - definitions

Separating of mixtures: Learning object - Grumpy in the desert © CurriculumCorporation and education.au limited

Separation of mixtures: Helpful information - Video - Collect water

Separation of mixtures: Helpful Information - Video - Make some salt - Part A

Separation of mixtures: Helpful Information - Video - Make some salt - Part B

Separation of mixtures: Helpful information - Video - Solar water clean up - Part A

Separation of mixtures: Helpful information - Video - Solar water clean up - Part B

Separation of mixtures: Helpful information - Website - BBC KS3 Bitesize Separating mixtures http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/compo unds_mixtures/activity.shtml

Separation of mixtures: Materials and equipment requirements list


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http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/compo








https://learningplace.eq.edu.au/cx/resources/items/91e31888-ef87-734b-d83f-aab0d6a6000c/2/viewIMS.jsp









https://learningplace.eq.edu.au/cx/resources/file/7f2a371a-7bbc-ab54-9604-f929c56891da/1/Sci_Y07_U1_ACT_SolubFairTest.pdf

https://learningplace.eq.edu.au/cx/resources/file/a844e688-11a8-f656-ac76-31f70f137333/1/Sci_Y07_U1_ACT_RansomSetup.pdf




Separation of mixtures: Sheet - Separation procedure student instructions

Separation of mixtures: Sheet - Separation technique posters

Separation of mixtures: Supporting learning resource - Everyday applications for separation techniques

Separation of mixtures: Supporting learning resource - Problem-solving activities for separating mixtures

Separation of mixtures: Trays and crystals from evaporation demonstration

Water: Helpful information - Website - Water: Learn it for life http://www.derm.qld.gov.au/waterwise/education/index.html

Water: Learning object - Making water drinkable: Water and us © State of Victoria(Department of Education and Training), 2000

Water: Slideshow - Water stimulus

Water: Helpful information - Book - Whizzy's Incredible Journeys - Pick-a-Path book (The State of Queensland - Department of Environment and Resource Management)http://www.derm.qld.gov.au/waterwise/education/order_form.php

Water: Helpful information - Learning object - Making water drinkable: Water cycle jigsaw © State of Victoria (Department of Education & Training), 2000

Water: Helpful information - Sheet - Phases in the water cycle

Water: Helpful information - Sheet - Teacher note - Finding information about water catchments

Water: Helpful information - Slideshow - Turbidity units

Water: Materials and equipment requirements list

Water: Sheet - Phase change experiments

Water: Sheet - Teacher note - Differing amounts of water on Earth demonstration


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https://learningplace.eq.edu.au/cx/resources/file/c301719d-a983-d6e8-2d61-4f8beb53df74/1/Sci_Y07_U1_ACT_PhaseChangExp.pdf


https://learningplace.eq.edu.au/cx/resources/items/7dc42063-09da-4bf0-9d8c-13e05492e780/0/Sci_Y07_U1_SS_TurbidityStandards.ppt



https://learningplace.eq.edu.au/cx/resources/file/a274d91f-b892-5d95-ba60-38e1c971190e/1/Sci_Y07_U1_ACT_PhasesWaterCycle.pdf



http://www.derm.qld.gov.au/waterwise/education/order_form.php

http://www.derm.qld.gov.au/waterwise/whizzy/index.html

https://learningplace.eq.edu.au/cx/resources/items/21542d05-07f9-ebf5-a460-968c80a93d54/1/ViewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/49418b0a-4a86-2be1-ccdd-294a2f4de062/1/viewIMS.jsp












Water: Sheet - Turbidity tube

Water: Sheet - Water quality tests

Water: Slideshow - Water quality stimulus

Water: Website - The water cycleEPA - United States Environmental Protection Agency http://www.epa.gov/safewater/kids/flash/flash_watercycle.html

Water: Website - Total water cycle poster Department of Environment and Resource Management http://www.derm.qld.gov.au/waterwise/councils_program/pdf/a4_total_wate rcycle_poster.pdf

Water: Website - Water cycle poster Department of Environment and Resource Management http://www.derm.qld.gov.au/waterwise/councils_program/pdf/a4_watercycle_p oster1.pdf

Assessment Planner - Mixtures and substances

Assessment Planner - Separating a mixture

Assessment

Monitoring Task - Sci_Y07_U1_MT_MixturesSubstances_ModSR.docx

Monitoring Task - Sci_Y07_U1_MT_MixturesSubstances.docx

Assessment Task - Sci_Y07_U1_AT.docx

Assessment Task - Sci_Y07_U1_AT_ModelledResponse.docx

Assessment Task - Sci_Y07_U1_AT_TeacherInstructions_Mixture.docx

Assessment: Assessment task: Separating a mixture student booklet

Assessment: Helpful information - Assessment task modelled student response

* Attachments are available in the relevant Unit Plan Section


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https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=6A303803-06A5-4649-8EB4-2D201156FB98&EntityCompositeKey=19%7C1831379

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=964A6428-7D01-4E59-B4B0-05A5FC4E33FE&EntityCompositeKey=19%7C1831379

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=4E8671F8-4322-44D5-AC9C-C94B0FBA8E80&EntityCompositeKey=19%7C1831380

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=8F5071B4-BBF0-445E-88BC-02B4C0A50405&EntityCompositeKey=19%7C1831380


http://www.derm.qld.gov.au/waterwise/councils_program/pdf/a4_total_wate%20rcycle_poster.pdf





https://learningplace.eq.edu.au/cx/resources/items/1d195bb6-3c64-cb5c-8d0e-443a896764a5/1/ViewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/file/9627d044-d44c-267e-ca50-ac8f876eae20/1/Sci_Y07_U1_ACT_WaterQualTests.pdf

https://learningplace.eq.edu.au/cx/resources/file/32294545-0657-46dd-b7d8-78769eb591fc/1/Sci_Y07_U1_ACT_TurbidTube.pdf


Assessment


Assessment Task Summary Type Learning AreasMixtures and substances (Yr 07)

Students identify and describe mixtures and substances. They describe simple separation techniques used by occupations and in everyday situations.Use this task to identify students’:- understanding of mixtures and substances- understanding of simple separation techniques- understanding of everyday applications of separation techniques.

Monitoring SCIENCE

Separating a mixture (Yr 07)

To plan and conduct an investigation using separation techniques, evaluate results and method and suggest improvements to the investigation design.

Assignment/Project SCIENCE

Water quality testing (Yr 07)

Students test water samples for their quality such as pH, turbidity, colour and odour.Use this task to identify students’:- understanding importance of water quality testing- understanding of water quality testing procedures- ability to collate and evaluate data

Monitoring SCIENCE


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Assessment Task 2 - Criteria SheetAssessment Task Name: Separating a mixture (Yr 07) Type: Assignment/Project

Date:Description: To plan and conduct an investigation using separation techniques, evaluate results and method and suggest improvements to the investigation

design.Learning Area SCIENCE

Criteria A B C D EUnderstanding science

Identifies and describes the techniques used to separate substances from mixtures

Explains the reasons for using particular separation techniques

Identifies and describes the separation techniques used

States a separation technique

Investigating science

Plans and conducts an investigation to separate mixtures and makes predictions. Examines results and investigation method and suggests improvements to method.

Plans and conducts an effective and efficient separation of components.Relates results and predictions. Justifies effectiveness of techniques and how changesto method can improve results.

Plans and conducts a separation using their proposed method. States a prediction linked to results. Compares results and techniques. Suggests improvements to the design.

States a method. Makes a prediction. Compares quantities.

Communicating

Communicates using scientific terminology

Uses accurate scientific language.

Uses scientific and everyday language to describe changes.

Uses everyday language.


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No Curriculum Tracking information found that was applicable to this curriculum plan and specified criteria.


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Unit plan - northkeppelislandeec.eq.edu.au · Web view- use Chemwatch Gold to consult the...

Documents

Transcript of Unit plan - northkeppelislandeec.eq.edu.au · Web view- use Chemwatch Gold to consult the...