Year 8 plan — Australian Curriculum: Science

Implementation year: School name:

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
(highlighted aspects in the Achievement Standard 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
indicate differences from period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The Science as a Human Endeavour strand can provide relevant contexts in
the previous year level) which science can be taught. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of scales are shaped by flows of energy and matter and
interactions due to forces, and develop the ability to quantify changes and relative amounts. In Year 8, students are introduced to cells as microscopic structures that explain macroscopic
properties of living systems. They link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter between interdependent organs.
Identify curriculum

Similarly, they explore changes in matter at a particle level, and distinguish between chemical and physical change. They begin to classify different forms of energy, and describe the role
of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle. Students use experimentation to isolate relationships between components in
systems and explain these relationships through increasingly complex representations. They make predictions and propose explanations, drawing on evidence to support their views.
Achievement standard By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify
different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the time scales
involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations.
They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary
problems.
Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or
experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and
use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation
findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Science for Foundation–10, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.
Teaching and learning

Term overview Term 1 Term 2 Term 3 Term 4

What’s the matter? We will rock you Exemplar unit: Energy for my lifestyle Multiplying by dividing
During this term students engage in a range During this term students investigate the During this term students investigate how During this term students explore how
of laboratory-based experiments and dynamic nature of the rock cycle. They energy is generated and transformed in organisms reproduce, starting at a cellular
investigative learning experiences to explore appreciate where and why rocks have been order to meet society’s energy requirements level. They focus on cell structure, function
changes in matter at a particle level and used in buildings and monuments in the while taking into account sustainability and and reproduction, and investigate the
distinguish between chemical and physical local area. ethical considerations. They research history, use and ethics of reproductive
changes. They appreciate that scientific Students will: sustainable and renewable energy technologies in mammals.
knowledge changes as new evidence technologies. Students will:
becomes available. • explore how the forces of contraction,
Students will:
expansion and freezing of water can lead • examine a variety of cells using a light
Students will:
to the weathering of rocks • pose questions and collaboratively plan microscope or digital technology
• review the nature of scientific inquiry
• investigate the chemical weathering of
fair investigations about the different • identify structures within plant and animal
forms of energy, the effects they have,
• continue to design student-generated rocks
and the changes they cause in systems
cells and describe their function
investigations using inquiry methods
• create representations of the stages in • distinguish plant cells from animal cells
• develop skills to safely use a range of the formation of igneous, metamorphic
• conduct fair investigations to build an and create representations of each cell
understanding of the different forms of type
laboratory techniques and sedimentary rocks
energy
• present and evaluate scientific data using • identify a range of common rock types • discuss examples of cell specialisation
a science report genre using a key based on observable
• explore energy transfer and
• discuss how cells reproduce
transformation
physical and chemical properties •
• describe and model the states of matter,
• use flow diagrams to illustrate energy
research and explore the history, use and
elements, compounds and mixtures at a • recognise that rocks are a collection of
transfer and transformation
ethics of reproductive technologies in
particle level different minerals mammals
• research the history of the representation • appreciate the timescales involved in
• recognise that heat energy is often a by- • describe the structure of each organ in
product of energy transfer and the human reproductive systems and
of matter rock formation and that the mode of
transformation relate their function to the overall function
formation determines texture and the
• investigate the chemical differences that
minerals contained in the rock • collect data and analyse patterns and of the system
exist between elements, compounds and
mixtures • investigate the relationship between rate
relationships to draw conclusions about • compare and contrast reproductive
energy transformations systems of organisms
of cooling and crystal formation size
• investigate the relationship between the
• appreciate the impact of society’s

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 energy of particles and temperature • research how rocks, minerals and ores, energy-dependent lifestyle • distinguish between asexual and sexual
• use symbols and formulas to represent provide valuable resources and are used • consider sustainability and ethical issues reproduction
elements and simple compounds in aspects of everyday life surrounding the sources of energy for • communicate ideas and finding using
society scientific language.

• revise the differences between chemical • engage with a geologist to learn about • appreciate the impact of an energy- •
and physical changes rocks, minerals and their existence and dependent lifestyle. For example, its
use in the local area impact on industry, agriculture and/or
• identify evidence that a chemical change
marine and terrestrial resource
has taken place • participate in field work or use Google
management
Earth to investigate rocks and the use of
• investigate simple reactions
rocks in the local area • communicate ideas, findings and
• collect data and analyse patterns and
• communicate ideas and findings using
solutions to problems in a variety of
relationships to draw conclusions about ways.
scientific language.
chemical and physical changes.
Teaching and learning

Aboriginal and Torres Science provides opportunities for students to strengthen their appreciation and understanding of Aboriginal peoples and Torres Strait Islander peoples and their living cultures. Specific
Strait Islander content and skills within relevant sections of the curriculum can be drawn upon to encourage engagement with:
perspectives
• Aboriginal and Torres Strait Islander frameworks of knowing and ways of learning
• Indigenous contexts in which Aboriginal and Torres Strait Islander peoples live
• Aboriginal peoples’ and Torres Strait Islander peoples’ contributions to Australian society and cultures.
Science provides opportunities to explore aspects of Australian Indigenous knowing with connection to, and guidance from, the communities who own them. Using a respectful inquiry
approach, students have the opportunity to explore non-Indigenous science interpretations of Aboriginal and Torres Strait Islander lifestyles including knowledge of natural phenomena;
native flora and fauna; and land, water and waste management. Using an inquiry approach enables students to learn science in contexts that are valued by Aboriginal and Torres Strait
Islander students, their peers and communities, acknowledging their values and approaches to learning.
General capabilities and Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: Opportunities to engage with:
cross-curriculum
priorities

Key to general capabilities and

 Literacy    Numeracy    ICT capability    Critical and creative thinking    Ethical behaviour    Personal and social capability    Intercultural understanding
cross-curriculum priorities
 Aboriginal and Torres Strait Islander histories and cultures    Asia and Australia’s engagement with Asia    Sustainability

Assessment A folio is a targeted selection of evidence of student learning and includes a range of responses to a variety of assessment techniques. A folio is used to make an overall on-balance
For advice and guidelines on judgment about student achievement and progress at appropriate points and informs the reporting process.
assessment, see
www.qsa.qld.edu.au
Term 1 Term 2 Term 3 Term 4
Week Assessment instrument Week Assessment instrument Week Assessment instrument Week Assessment instrument
1 Supervised assessment: Short 5 Research: Narrative (Written) 3–6 Experimental investigation: 3 Research: Concept map
Develop assessment

response (Written) Write a narrative that describes Scientific report (Written) (Multimodal)
Identify current knowledge with a the history of a rock — its Collaboratively design a fair Create a mind map (on paper or
diagnostic tool at the beginning of description, formation, position in investigation to examine the energy electronically) using a list of terms
the unit and use formatively to the rock cycle. Make predictions production of sustainable energy relating to the structure and
consolidate and build upon prior about its future as a rock. technologies. function of plant and animal cells.
knowledge. This assessment can be written,
Collection of work (Written) cut and paste or electronic.
2–7
• graphs and tables
• labelled diagrams
• written explanations
• science journal entries
• science reports.

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 9 Supervised assessment: Short 7–10 Collection of work: (Multimodal) 6–9 Research: Report (Written) 4–9 Collection of work (Written)
response (Written) Investigate natural rock outcrops Investigate sustainable energy • Supervised assessment with a
Respond to questions focused on and the use of rocks in, for technologies. focus on science understanding
Science Understanding. example buildings and of reproduction
monuments in the local area. The assessment package Energy
Present a set of guidelines or test in the QSA Assessment Bank
• Science journal that records
create a virtual tour outlining research notes and entries
could be used as assessment in
where the outcrops, buildings and about reproductive technologies
this unit.
monuments are located
use feedbackMake judgments and tnemssessapoelveD

Justify the choice of rocks for a • Response to stimulus scientific

given purpose. literacy that revisits new
understandings and applies
them in a context of
reproductive technologies.

Moderation Teachers develop tasks and plan units. Teachers develop tasks and plan units. Teachers develop tasks and plan units. Teachers develop tasks and plan units.
Teachers co-mark tasks to ensure Teachers choose A–E samples of the Teachers choose A–E samples of student Teachers co-mark cell concept maps to
consistency of judgments. narrative and rock walk guidelines that link work that link to the standards to calibrate ensure consistency of judgments.
to the standards to calibrate before marking before marking tasks. They moderate to Teachers choose A–E samples of the folios
tasks. They moderate to ensure consistency ensure consistency of judgments. of work that link to the standards to calibrate
of judgments. before marking tasks. They moderate to
ensure consistency of judgments.

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 Year 8 Science: review for balance and coverage of content descriptions

Science Understanding 1 2 3 4 Science as a Human Endeavour 1 2 3 4

Biological sciences Nature and development of science
Cells are the basic units of living things and  Scientific knowledge changes as new  
have specialised structures and functions evidence becomes available, and some
(ACSSU149) scientific discoveries have significantly
changed people’s understanding of the world
Multi-cellular organisms contain systems of 
organs that carry out specialised functions that (ACSHE134)
enable them to survive and reproduce Science knowledge can develop through 
(ACSSU150) collaboration and connecting ideas across the
Chemical sciences disciplines of science (ACSHE226)
Use and influence of science
The properties of the different states of matter 
can be explained in terms of the motion and Science and technology contribute to finding  
arrangement of particles (ACSSU151) solutions to a range of contemporary issues;
these solutions may impact on other areas of
Differences between elements, compounds 
and mixtures can be described at a particle society and involve ethical considerations
level (ACSSU152) (ACSHE135)

Chemical change involves substances  Science understandings influence the 

reacting to form new substances (ACSSU225) development of practices in areas of human
activity such as industry, agriculture and
Earth and space sciences marine and terrestrial resource management
Sedimentary, igneous and metamorphic rocks  (ACSHE136)
contain minerals and are formed by processes People use understanding and skills from  
that occur within Earth over a variety of across the disciplines of science in their
timescales (ACSSU153) occupations (ACSHE227)
Physical sciences
Energy appears in different forms including 
movement (kinetic energy), heat and potential
energy, and causes change within systems
(ACSSU155)

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 Science Inquiry Skills 1 2 3 4
Questioning and predicting
Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)  
Planning and conducting
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical   
guidelines are followed (ACSIS140)
In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS141)  
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 (ACSIS144)
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw    
conclusions (ACSIS145)
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 (ACSIS146)
Use scientific knowledge and findings from investigations to evaluate claims (ACSIS234)  
Communicating
Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate    
(ACSIS148)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Science for Foundation–10, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

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