including seasons and eclipses, new evidence becomes available, specific to the topic. Construct and use a range of are caused by the relative and some scientific discoveries representations, including graphs, Numeracy positions of the sun, Earth and the have significantly changed keys and models to represent and Create tables and charts to display moon of the analyse patterns or relationships, people’s understanding information and find patterns. world including using digital technologies Physical sciences Calculate degrees of tilt and as appropriate Use and influence of science gravity pulls objects Earth’s temperature variation. Summarise data, from People use understanding and towards the centre of the Earth students’ ICT capability own investigations and secondary gravity pulls objects skills from across the disciplines of Earth’s Use a range of digital technologies sources, and use scientific science in their occupations towards the centre of the Earth to assist with investigating the understanding to identify concepts. relationships and draw conclusions Use simulations and animations to Evaluating investigate models. Reflect on the method used to Critical and creative thinking investigate a question or solve a Use thinking skills to complete problem, including evaluating the group activities and open-ended quality of the data collected, and identify improvements to the tasks. method Personal and social capability Communicating Work together to participate in Communicate ideas, findings and learning experiences. solutions to problems using Aboriginal and Torres Strait scientific language and Islander histories and cultures representations using digital Research moon myths and culture, technologies as appropriate including Aboriginal and Torres Strait Islander Dreaming stories. Identify curriculum 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 , including gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They how the use of resources Earth’s depends on the way they are formed and cycle through Earth . They predict the effect of environmental changes on feeding and and organise diverse organisms based on 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 to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on to support their . They summarise from different sources, describe and refer to the quality of their when suggesting improvements to their methods. They communicate their ideas, methods and findings using
including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon Physical sciences Earth’s gravity pulls objects towards the centre of the Earth Earth’s gravity pulls objects towards the centre of the Earth new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world Use and influence of science People use understanding and skills from across the disciplines of science in their occupations 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 Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions 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 Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate specific to the topic. Numeracy Create tables and charts to display information and find patterns. Calculate degrees of tilt and temperature variation. ICT capability Use a range of digital technologies to assist with investigating the concepts. Use simulations and animations to investigate models. Critical and creative thinking Use thinking skills to complete group activities and open-ended tasks. Personal and social capability Work together to participate in learning experiences. Aboriginal and Torres Strait Islander histories and cultures Research moon myths and culture, including Aboriginal and Torres Strait Islander Dreaming stories. Identify curriculum 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 , including Earth’s gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They how the use of resources depends on the way they are formed and cycle through Earth . They predict the effect of environmental changes on feeding and and organise diverse organisms based on 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 to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on to support their . They summarise from different sources, describe and refer to the quality of their when suggesting improvements to their methods. They communicate their ideas, methods and findings using
ac_science_yr7_unit_overview.docx