Download Pearson science 10 Teaching Program 3–4 weeks Chapter 6 Global

Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Overview
In this chapter students will learn about the global systems that support life. They will use models to
understand cycles such as the water cycle, carbon cycle and nitrogen cycle in the biosphere, learn about
the influences on the Earth’s climate such as the deep ocean currents, investigate the indicators of climate
change such as permafrost and sea ice changes and the impacts of these changes, explain the causes and
effects of the greenhouse effect, investigate how human activity affects global systems and consider the
long-term effects of the loss of biodiversity caused by climate change.
Strand
Content description and elaborations
Science Understanding
EARTH AND SPACE SCIENCES
Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere,
hydrosphere and atmosphere
 investigating how human activity affects global systems
 modelling a cycle, such as the water, carbon, nitrogen or phosphorus cycle within the biosphere
 explaining the causes and effects of the greenhouse effect
 investigating the effect of climate change on sea levels and biodiversity
 considering the long-term effects of loss of biodiversity
 investigating currently occurring changes to permafrost and sea ice and the impacts of these changes
 examining the factors that drive the deep ocean currents, their role in regulating global
climate, and their effects on marine life
Science as a Human Endeavour
NATURE AND DEVELOPMENT OF SCIENCE
Scientific understanding, including models and theories, are contestable and are refined over time through a
process of review by the scientific community
 considering the role of science in identifying and explaining the causes of climate change
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Advances in scientific understanding often rely on developments in technology and technological advances
are often linked to scientific discoveries
 considering how computer modelling has improved knowledge and predictability of phenomena
such as climate change and atmospheric
USE AND INFLENCE OF SCIENCE
People can use scientific knowledge to evaluate whether they should accept claims, explanations or
predictions
 considering the scientific knowledge used in discussions relating to climate change
 evaluating claims relating to environmental footprints
The values and needs of contemporary society can influence the focus of scientific research
 investigating technologies associated with the reduction of carbon pollution, such as carbon capture
 investigating the use and control of CFCs based on scientific studies of atmospheric ozone
Science Inquiry Skills
QUESTIONING AND PREDICTING
Formulate questions or hypotheses that can be investigated scientifically
 evaluating information from secondary sources as part of the research process
PLANNING AND CONDUCTING
Plan, select and use appropriate investigation methods, including field work and laboratory
experimentation, to collect reliable data; assess risk and address ethical issues associated with these
methods
 using modelling and simulations, including using digital technology, to investigate situations and
events
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Select and use appropriate equipment, including digital technologies, to systematically and accurately
collect and record data
 explaining the choice of variables to be controlled, changed and measured in an investigation
 using probes and data loggers to record information
PROCESSING AND ANALYSING DATA AND INFORMATION
Analyse patterns and trends in data, including describing relationships between variables and identifying
inconsistencies
 designing and constructing appropriate graphs to represent data and analysing graphs for trends and
patterns
Use knowledge of scientific concepts to draw conclusions that are consistent with
evidence
 comparing conclusions with earlier predictions and reviewing scientific understanding
where appropriate
 suggesting more than one possible explanation of the data presented
EVALUATING
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations,
and describe specific ways to improve the quality of the data
Critically analyse the validity of information in secondary sources and evaluate the approaches used to
solve problems
COMMUNICATING
Communicate scientific ideas and information for a particular purpose, including constructing evidencebased arguments and using appropriate scientific language, conventions and representations
 using secondary sources as well as a student’s own findings to help explain a scientific concept
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Unit 6.1 Recycling in nature
Strand
Content descriptor and elaborations
Suggested teaching and learning strategies
Science
Understanding
EARTH AND SPACE SCIENCES
Global systems, including the carbon
cycle, rely on interactions involving the
biosphere, lithosphere, hydrosphere and
atmosphere
 investigating how human
activity affects global systems
 modelling a cycle, such as the
water, carbon, nitrogen or
phosphorus cycle within the
biosphere
Interactive Lesson – Biogeochemical cycles
Video – Decay, Energy and the Carbon Cycle
The biosphere
Introduce the biosphere and relate it back to the
students’ understanding of ecosystems and the
environment (from Year 9).
Pearson Science
10 Resources
Pearson Reader
SB: p177
Carbon cycle
Use figures and flow charts to explain the
carbon cycle.
SB: p178
Nitrogen cycle
Use figures and flow charts to explain the
nitrogen cycle, including:
 rain and storms
 leguminous plants
SB: p178–179
Activity Book 6.1 – Rates of cycling
AB: 6.1
Science4fun – Natural recycling
SB: p179
science4fun
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Science Inquiry
Unit assessment
Prac 1 – Nitrogen cycle game
SB: p180 Prac 1
The water cycle
Use figures and flow charts to explain the water
cycle.
SB: p180
PLANNING AND CONDUCTING
Inquiring questions:
Plan, select and use appropriate
1–3 – Research activities
investigation methods, including field
work and laboratory experimentation, to
collect reliable data; assess risk and
address ethical issues associated with
these methods
Prac 1 – Nitrogen cycle game
 using modelling and
simulations, including using
digital technology, to investigate
situations and events
Complete selected unit review questions
Research portfolio
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
SB: p181
Inquiring Q1–3
SB: p182 Prac 1
SB: p181 Unit
review
SB: p181
Inquiring Q1–3
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Unit 6.2 Natural influences on climate
Strand
Content descriptor and elaborations
Suggested teaching and learning strategies
Science
Understanding
EARTH AND SPACE SCIENCES
Global systems, including the carbon
cycle, rely on interactions involving the
biosphere, lithosphere, hydrosphere and
atmosphere
 explaining the causes and effects
of the greenhouse effect
 examining the factors that drive
the deep ocean currents, their
role in regulating global
climate, and their effects on
marine life
Weather and climate
Explain the difference between weather and
climate and how they relate.
Pearson Science
10 Resources
SB: p183
Influences on climate
Discuss the influences on the climate such as:
 Surface of the Earth
 Gases in the atmosphere
 Orientation of the Earth
SB: p184–185
Prac 1 – Greenhouse effect
SB: p192 Prac 1
Ocean currents
Explain how currents affect climate and compare
the difference between:
 Major surface currents
 Deep currents
SB: p185–186
Science4fun – Spinning oceans
SB: p185
science4fun
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Science Inquiry
PLANNING AND CONDUCTING
Plan, select and use appropriate
investigation methods, including field
Currents and climate
Discuss the influence of currents on climate and
vice versa including the:
 The Gulf Stream
SB: p186
Australia’s climate
Explain these concepts in terms of the Australian
climate:
 Southern Oscillation (including El Niño)
 Indian Ocean Dipole
SB: p186–188
Activity Book 6.2 – El Niño
AB: 6.2
Prac 2 – El Niño
SB: p193 Prac 2
Changing climate
Discuss and use the Teacher Companion
extension activities to find out more about:
 Global warming
 Evidence for climate change (including
glaciers and ice cores)
SB: p188–190
Inquiring questions:
2–3 – Research activities
SB: p191
Inquiring Q2–3
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Teacher
Companion
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
work and laboratory experimentation, to
collect reliable data; assess risk and
address ethical issues associated with
these methods
 using modelling and
simulations, including using
digital technology, to investigate
situations and events
Prac 1 – Greenhouse effect
SB: p192 Prac 1
Prac 2 – El Niño
SB: p193 Prac 2
Prac 2– El Niño
SB: p193 Prac 2
Select and use appropriate equipment,
including digital technologies, to
systematically and accurately collect
and record data
 explaining the choice of
variables to be controlled,
changed and measured in an
investigation
PROCESSING AND ANALYSING
DATA AND INFORMATION
Analyse patterns and trends in data,
including describing relationships
between variables and identifying
inconsistencies
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems

designing and constructing
appropriate graphs to represent
data and analysing graphs for
trends and patterns
Prac 1– Greenhouse effect
PROCESSING INFORMATION
Use knowledge of scientific concepts to Prac 2– El Niño
draw conclusions that are consistent
with evidence
 comparing conclusions with
earlier predictions and reviewing
Prac 1– Greenhouse effect
scientific understanding
where appropriate
 suggesting more than one
possible explanation of the data
presented
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
SB: p192 Prac 1
SB: p193 Prac 2
SB: p192 Prac 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
EVALUATING
Evaluate conclusions, including
identifying sources of uncertainty and
possible alternative explanations, and
describe specific ways to improve the
quality of the data
Prac 1– Greenhouse effect
SB: p192 Prac 1
Prac 1– Greenhouse effect
SB: p192 Prac 1
Complete selected unit review questions
SB: p191 Unit
review
SB: p191
Inquiring Q2–3
Critically analyse the validity of
information in secondary sources and
evaluate the approaches used to solve
problems
COMMUNICATING
Communicate scientific ideas and
information for a particular purpose,
including constructing evidence-based
arguments and using appropriate
scientific language, conventions and
representations
 using secondary sources as well
as a student’s own findings to
help explain a scientific concept
Unit assessment
Research portfolio
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Unit 6.3 Human influence on climate
Strand
Content descriptor and elaborations
Suggested teaching and learning strategies
Science
Understanding
EARTH AND SPACE SCIENCES
Global systems, including the carbon
cycle, rely on interactions involving the
biosphere, lithosphere, hydrosphere and
atmosphere
 investigating how human
activity affects global systems
 explaining the causes and effects
of the greenhouse effect
 investigating currently occurring
changes to permafrost and sea
ice and the impacts of these
changes
Interactive Lesson – The greenhouse effect
and the ozone hole
Video – Polar bears special report
Science4fun – Melting icebergs
Pearson science
10 Resources
Pearson Reader
SB: p194
science4fun
Is the Earth warming?
Look at the historical statistics and discuss
whether the Earth is warming.
SB: p195
The enhanced greenhouse effect
Use the figures and graphs to explain the
enhanced greenhouse effect. Consider the effects
of:
 carbon dioxide in the atmosphere
 methane
 nitrous oxide
SB: p196–197
Activity Book 6.3 – Carbon dioxide emissions
AB: 6.3
Prac 1 – Freezing and density
SB: p201 Prac 1
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Science as a
Human
Endeavour
USE AND INFLUENCE OF
SCIENCE
The values and needs of contemporary
society can influence the focus of
scientific research
 investigating the use and control
of CFCs based on scientific
studies of atmospheric ozone
People can use scientific knowledge to
evaluate whether they should accept
claims, explanations or predictions
 considering the scientific
knowledge used in discussions
relating to climate change
 evaluating claims relating to
environmental footprints
Loss of ice
Explain what the loss of ice means and consider:
 carbon dioxide absorption
 changes in Antarctic ice
SB: p198
Ozone
Introduce students to what ozone is.
SB: p199 SHE
Activity Book 6.4 – Ozone
AB: 6.4
Inquiring questions:
1–3 – Research activities
SB: p200
Inquiring Q1–3
Activity Book 6.3 – Carbon dioxide emissions
AB: 6.3
Activity Book 6.4 – Ozone
AB: 6.4
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Science Inquiry
QUESTIONING AND PREDICTING
Formulate questions or hypotheses that
Inquiring question:
can be investigated scientifically
4 – Student-designed experiment
 evaluating information from
secondary sources as part of the
research process
Formulate questions that can be
investigated scientifically and develop
testable hypotheses based on prior
observations, scientific knowledge and
primary and secondary sources
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
SB: p200
Inquiring Q4
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
PLANNING AND CONDUCTING
Plan, select and use appropriate
investigation methods, including field
work and laboratory experimentation, to
collect reliable data; assess risk and
address ethical issues associated with
these methods
 combining research using
primary and secondary sources
with a student’s own
experimental investigation
Select and use appropriate equipment,
including digital technologies, to
systematically and accurately collect
and record data
 explaining the choice of
variables to be controlled,
changed and measured in an
investigation
 using probes and data loggers to
record information
Inquiring questions:
1–3 – Research activity
4 – Student-designed activity
SB: p200
Inquiring Q1–4
Prac 1 – Freezing and density
SB: p201 Prac 1
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
PROCESSING AND ANALYSING
DATA AND INFORMATION
Use knowledge of scientific concepts to
draw conclusions that are consistent
with evidence
COMMUNICATING
Communicate scientific ideas and
information for a particular purpose,
including constructing evidence-based
arguments and using appropriate
scientific language, conventions and
representations
 using secondary sources as well
as a student’s own findings to
help explain a scientific concept
Unit assessment
Prac 1 – Freezing and density
SB: p201 Prac 1
Prac 1 – Freezing and density
SB: p201 Prac 1
Complete selected unit review questions
SB: p200 Unit
review
SB: p200
Inquiring Q1–3
Research portfolio
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Unit 6.4 Changing environments
Strand
Content descriptor and elaborations
Suggested teaching and learning strategies
Science
Understanding
EARTH AND SPACE SCIENCES
Global systems, including the carbon
cycle, rely on interactions involving the
biosphere, lithosphere, hydrosphere and
atmosphere
 investigating how human
activity affects global systems
 investigating the effect of
climate change on sea levels and
biodiversity
 considering the long-term effects
of loss of biodiversity
Predictions
Explain how computer models are used to
determine what might happen to environments,
weather and climate in the future.
Pearson science
10 Resources
SB: p202
Activity Book 6.5 – Climate change
AB: 6.5
Who will survive
Discuss the predictions of which species will
survive based on previous historical species loss
and future predictions. Look at the increased
sensitivity of some organisms in Australia like
those in the:
 Great Barrier Reef
SB: p203–205

High country of the Alps
Discuss evidence of change in the distributions
of several species.
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Science as a
Human
Endeavour
USE AND INFLUENCE OF
SCIENCE
The values and needs of contemporary
society can influence the focus of
scientific research
 investigating technologies
associated with the reduction of
carbon pollution, such as carbon
capture
Change in sea level
Discuss evidence that sea levels have changed in
the past. Describe some effects on cities if
predicted sea level changes occur.
SB: p205
Activity Book 6.6 – Sea level changes
AB: 6.6
Activity Book 6.7 – Impact of rising sea level
AB: 6.7
Activity Book 6.8– Australian Alps and
climate change
AB: 6.8
Prac 1 – Where will the sea go?
SB: p208 Prac 1
Reducing carbon dioxide
Discuss the reasons for carbon dioxide being
blamed for climate change and therefore the
reasoning behind current research and
government attempts to reduce carbon dioxide
emissions.
SB: p206 SHE
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
People can use scientific knowledge to
evaluate whether they should accept
claims, explanations or predictions
 considering the scientific
knowledge used in discussions
relating to climate change
Science Inquiry
PLANNING AND CONDUCTING
Plan, select and use appropriate
investigation methods, including field
work and laboratory experimentation, to
collect reliable data; assess risk and
address ethical issues associated with
these methods
Teacher Companion extension activities
Teacher
Companion
Activity Book 6.5 – Climate change
AB: 6.5
Inquiring questions:
1–2 – Research activities
SB: p207
Inquiring Q1–2
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems

using modelling and
simulations, including using
digital technology, to investigate
situations and events
Prac 1 – Where will the sea go?
SB: p208 Prac 1
Prac 1 – Where will the sea go?
SB: p208 Prac 1
Complete selected unit review questions
SB: p207 Unit
review
SB: p207
Inquiring Q1–4
Select and use appropriate equipment,
including digital technologies, to
systematically and accurately collect
and record data
 explaining the choice of
variables to be controlled,
changed and measured in an
investigation
PROCESSING AND ANALYSING
DATA AND INFORMATION
Analyse patterns and trends in data,
including describing relationships
between variables and identifying
inconsistencies
Unit assessment
Research portfolio
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Chapter Review
Suggested teaching and learning strategies
Complete the chapter review questions at the end of the chapter
Complete the Thinking scientifically questions at the end of the chapter
Reteach and relearn
Quick quiz (revision)
Interactive Quiz
Activity Book 6.9 – Literacy review
Review glossary of terms introduced in the chapter
Pearson science 10 Resources
SB: p209 Chapter review
SB: p210–211 Thinking scientifically
Teacher Companion
Teacher Companion
Pearson Reader
AB: 6.9
SB: p212 Glossary
Chapter Test
Pearson Reader
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 6
Global systems
Program review and evaluation
Topic
Modifications required in program
Additional practicals and skill development
Assessment for learning strategies
Projects undertaken
Websites
Copyright © Pearson Australia 2012 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1