Curriculum into the classroom Science Year 7 Unit 2 Water Waste not, want not continued — — Lessons 5-8 Assessment Water issue — Assessment concepts Example assessment sequence Introduce and review the assessment Mixtures can be separated using a range Review the separate sections of the assessment and ensure they of techniques understand what they are expected to do. Water is an important Review the Guide to making judgments and understand the resource that cycles standards A–E through the environment Work through the Guide to making judgments and highlight the assessable elements for the assessment. Ideas across disciplines Discuss what responses might look like at each of the standards A–E. of science can be Clarify any components of the assessment. collaborated on and connected to develop knowledge Conduct the assessment Complete the assessment. Science and technology contribute to finding Relevant aspect of the Achievement standard solutions to a range of contemporary issues In this unit, assessment of student learning aligns to the following components of the Achievement standard. Ideas and solutions are By the end of Year 7, students describe techniques to separate pure communicated using substances from mixtures. They represent and predict the effects of scientific language and representations They explain unbalanced forces, including Earth’s gravity, on motion. 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 Assessment purpose differences. To describe and compare natural and artificial water Students describe situations where scientific knowledge from different treatment processes and to science disciplines has been used to solve a real-world problem. They describe a solution to a explain how the solution was viewed by, and impacted on, different problem and the impact of this solution on society. groups in society. Students identify questions that can be investigated scientifically. They Example resources plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy Assessment task Water — and describe how they considered safety. Students draw on evidence to issue support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting Supporting learning resource — improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations. Learning Object — Australian Curriculum: Science for Prep(F)-10 Version 3.0 Helpful information [accessed on 13 August 2012]
Curriculum into the classroom Science Water — Waste not, want not — continued Year 7 Unit 2 Lessons 5-8 Assessment — Water issue Assessment concepts Example assessment sequence Introduce and review the assessment Review the separate sections of the assessment and ensure they understand what they are expected to do. Review the Guide to making judgments and understand the standards A–E Work through the Guide to making judgments and highlight the assessable elements for the assessment. Discuss what responses might look like at each of the standards A–E. Clarify any components of the assessment. Conduct the assessment Complete the assessment. Relevant aspect of the Achievement standard 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. Australian Curriculum: Science for Prep(F)-10 Version 3.0 [accessed on 13 August 2012] Mixtures can be separated using a range of techniques Water is an important resource that cycles through the environment Ideas across disciplines of science can be collaborated on and connected to develop knowledge Science and technology contribute to finding solutions to a range of contemporary issues Ideas and solutions are communicated using scientific language and representations Assessment purpose To describe and compare natural and artificial water treatment processes and to describe a solution to a problem and the impact of this solution on society. Example resources Assessment task — Water issue Supporting learning resource — Learning Object — Helpful information