Download aldridge-year-8-science-overview

ALDRIDGE SHS YEAR 8 SCIENCE OVERVIEW
The three goals of Science are
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to learn Science
to learn about Science
to learn to do Science.
These goals are achieved by a variety of approaches as the basic principles of Biology,
Chemistry and Physics are introduced.
Term I – Unit 1 –Science Safety, the Scientific Method & Fair
Tests & Unit 2 –Chemistry
Unit 1: Understanding & Developing Fair Tests (4 Weeks)
Scientific method is a way of investigating and understanding the world around us.
This process of critical thinking and analysis involves; making observations, asking
questions, making inferences and predictions, formulating hypotheses, designing
experiments, testing hypotheses, analysing results, drawing conclusions, and
considering further investigations.
By the end of this unit students should be able to:
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Make qualitative and quantitative observations
Make inferences and generalisations to explain observations and make
predictions
Identify variables to be changed, measured or controlled for a fair test
Design an experiment to test a hypothesis
Suggest improvements to an experiment to obtain more reliable results.
Unit 2: Chemistry (6 Weeks)
Everything around us is made up of matter. Whether man-made or naturally
occurring, different types of matter can have very different properties. To
understand how different types of matter behave, we use the Particle Theory of
Matter, and the Law of conservation of Matter. All matter is comprised of atoms that
occur on the periodic table of elements. The structure of these different atoms and
the way in which they combine, is what gives matter varying properties. If a
substance is made up of only one type of atom, it is referred to as an element. If it is
comprised of more than one type of element, it is referred to as a compound.
By the end of this unit students will be able to:
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Use models to show the arrangement of particles in solids, liquids, and gases
Use the particle theory to explain solids, liquids and gases and how they
change from one state to another
Write inferences to explain various properties of matter, e.g. dissolving, in
terms of particles
Use models to show the arrangement of particles in elements and
compounds
Investigate the making of a compound and the breaking of a compound into
its elements
Locate elements in the periodic table
Use chemical symbols to represent elements and to write simple formulas,
e.g. water is H2O
Term II – Unit 3 & 4 – Rock of Ages & Space(Optional)
(10 weeks)
The numerous different types of rocks found on Earth are made up of many different
minerals and elements, yet they are all interrelated due to the dynamic nature of the
rock cycle. The method of extraction and sustainability of these rocks, minerals, and
elements are of economic and ecological significance both now and into the future.
By the end of this unit students will be able to:
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Use a variety of different rocks to show that they are made of a collection of
minerals
Simulate the formation of sedimentary and igneous rocks
Use the rock cycle to develop an understanding of the timescales involved in
the formation of igneous, metamorphic and sedimentary rocks
Distinguish between a rock, an ore and a mineral
Recognise that some rocks and minerals, such as ores, provide valuable
resources
Investigate ways in which the environmental impact of mining can be
minimised
Use a flow diagram to show the steps in obtaining useful materials from
mining
Approach: An important learning strategy in any subject is the ability to summarise.
Throughout this unit, students learn a variety of summarising techniques to assist
them with their understanding of the concepts covered in the unit and with their
assessment preparation.
Term III – Unit 5 & 6 – Energy & Power
Unit 5: How does Energy impact on Me??????(Energy In My Lifestyle)
(5 Weeks)
By the end of this unit students will be able to:
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Explore and classify different forms of energy.
Investigate different energy transfers and transformations and the efficiency
of these processes.
Understand the practical uses of energy and the idea of wasting energy are
evaluated from a scientific perspective.
Use experimentation to identify relationships between components in
systems and explain these relationships through increasingly complex
representations.
Make predictions and propose explanations, drawing on evidence to support
their views.
The concepts developed in this unit will be applied in unit 6. This unit needs
to precede Unit 6 - What's up?
Approach: The unit uses a constructivist approach. Starting with the students' own
ideas, it encourages the active construction of meaning by extending or modifying
existing conceptions. This approach further develops higher-order critical thinking
skills that are highly valued in our technological society.
Unit 6: What's Up? (5 Weeks)
In this unit students build on the concepts developed in Unit 5, Energy in my lifestyle.
It examines energy converters used by the community, and quantitatively examines
the comparison of the efficiency of transformations. This is applied to a real-world
situation to make judgments about the efficiency of the energy transformation
process from a range of energy sources. A student-designed investigation will allow
the analysis of first-hand data related to energy concepts.
This unit should follow Unit 5, Energy in my lifestyle.
By the end of this unit students will be able to:
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Calculate energy efficiency
Evaluate the impact of energy sources
Investigate a biogas generator
Evaluate energy claims
Analyse systems
Researching international energy sources
Term IV – Units 7&8 - Biology
Unit 7: Building Blocks of Life
In this unit, cells are identified as the basic units of living things and are recognised
as having specialised structures. Microscopes and digital images are used for the
identification of plant and animal cells. The functions of the main structures are
represented and identified. The concept of cell division is examined, and its repair
and reproduction purpose identified. Students will all examine how disease affects
the body at the cellular level, and form an understanding of the issues associated
with stem cell research.
By the end of this unit, students should be able to:
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Correctly use a microscope to examine a variety of cells and single-celled
organisms
Describe and distinguish between plant and animal cells
Identify structures within cells and describe their function
Explain how cells are grouped to form tissues, which work together to form
organs
Use diagrams, flow charts, venn diagrams, and concept maps to show how
cells function, divide, and are grouped, and then apply this knowledge to
explain how cancer spreads in the body.
Extension
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Understand the biological and ethical issues associated with stem cell
research and technology and then form an opinion on its use for medical
purposes.
Unit 8: Plant an Animal Systems (5 Weeks)
In this unit, students will be introduced to the concepts of cellular respiration,
photosynthesis, and diffusion. They will also learn about five of the major organ
systems in the human body including; the respiratory system, the circulatory system,
the digestive system, the excretory system, and the reproductive system. Finally
students will learn about plant reproduction.
By the end of this students will be able to:
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Name the organs that make up human body systems and describe their
structure and function;
Compare digestive and respiratory systems;
Identify similarities and differences between structures involved in
reproduction in plants and animals;
Distinguish between asexual and sexual reproduction;
Describe the structure of each organ in the human circulatory system and
relate its function to the overall function of the system;
Investigate how the circulatory system works, for example by measuring
heartbeat and blood flow.