LIVING WATERS LUTHERAN COLLEGE

BIOLOGY and CHEMISTRY 2022

TEACHER: SM & CK YEAR LEVEL: 08

LEARNING AREA(S): SCIENCE TOPIC/UNIT TITLE: ESS, Cell Biology and Chemistry

YEAR: 2022 TERM: ONE and TWO

LIFELONG QUALITIES FOR LEARNERS

Love Justice Compassion Forgiveness Service Courage Humility Hope Quality Appreciation

GENERAL CAPABILITIES
Literacy Numeracy Intercultural Understanding Critical &Creative Thinking Ethical Behaviour ICT Personal & Social Competence

CROSS-CURRICULUM DIMENSIONS
Indigenous Perspectives Asia and Australia’s Engagement with Asia Sustainability

OI 1 OI 2 OI 3 OI 4 OI 5 OI 6 OI 7 OI 8 OI 9 OI 1 OI 2 OI 3 OI 4 OI 5 OI 6 OI 7 OI 8 OI 1 OI2 OI3 OI4 OI5 OI6 OI7 OI8 OI79 OI10

STRANDS
Science Knowledge
Chemical Sciences Biological Sciences Physical Sciences Earth and Space Sciences

Science as a Human Endeavour

Nature and Development of Science Use and Influence of Science

Science Inquiry Skills

Questioning and Predicting Planning and Conducting Processing and Analysing Data and Evaluating Communicating
Information
CONTENT DESCRIPTIONS

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 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 period. The three strands of the curriculum are interrelated, and their content is taught in an integrated
way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Science Understanding Science as a Human Endeavour Science Inquiry Skills
Biological Sciences Nature and Development of Science Questioning and Predicting
Cells are the basic units of living things and have specialised structures Scientific knowledge has changed people’s understanding of the world Identify questions and problems that can be investigated scientifically
and functions (ACSSU149) and is refined as new evidence becomes available. (ACSHE134) and make predictions based on scientific knowledge (ACSIS139)

Multi-cellular organisms contain systems of organs that carry out Science knowledge can develop through collaboration across the Planning and Conducting
specialised functions that enable them to survive and reproduce disciplines of science and the contributions of people from a range of Collaboratively and individually plan and conduct a range of
(ACSSU150) cultures.(ACSHE226) investigation types, including fieldwork and experiments, ensuring
safety and ethical guidelines are followed (ACSIS140)
Chemical Sciences Use and Influence of Science
Properties of the different states of matter can be explained in terms of Solutions to contemporary issues that are found using science and Measure and control variables, select equipment appropriate to the
the motion and arrangement of particles (ACSSU151) technology may impact on other areas of society and may involve task collect data with accuracy. (ACSIS141)
ethical considerations. (ACSHE135)
Differences between elements, compounds and mixtures can be Processing and Analysing Data and Information
described at a particle level (ACSSU152) People use science understanding and skills in their occupations, and Construct and use a range of representations, including graphs, keys
these have influenced the development of practices in the areas of and models to represent and analyse patterns or relationships in data,
Chemical change involves substances reacting to form new substances human activity (ACSHE136) using digital technologies as appropriate (ACSIS144)
(ACSSU225)
Summarise data, from students’ own investigations and secondary
Physical Sciences sources, and use scientific understanding to identify relationships and
Energy appears in different forms including movement (kinetic energy), draw conclusions based on evidence. (ACSIS145)
heat and potential energy, and causes change within systems
(ACSSU155) Evaluating
Reflect on scientific investigations including evaluating the quality of
Earth and Space Sciences the data collected, and identifying improvements (ACSIS146)
Sedimentary, igneous and metamorphic rocks contain minerals and are
formed by processes that occur within Earth over a variety of timescales Use scientific knowledge and findings from investigations
(ACSSU153) to evaluate claims based on evidence (ACSIS234)

Communicating
Communicate ideas, findings and evidence based solutions to problems
using scientific language, and representations, using digital
technologies as appropriate (ACSIS148)
 ASSESSMENT OUTLINE 2022
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 timescales
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
ACHIEVEMENT problems. They reflect on implications of these solutions for different groups in society.
STANDARD DESCRIPTOR
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.

OUTCOME 3: SCIENCE
WEIGHTING OUTCOME 1: SCIENCE OUTCOME 2: SCIENCE
TASK DUE ASSESSMENT NAME STRAND AS HUMAN
(OVERALL) UNDERSTANDING INQUIRY
ENDEAVOUR
BIOLOGICAL Science Assessments BIO TOTAL: 22.5%
EARTH Science Assessments EAR TOTAL: 10%
CHEMICAL Science Assessments CHE TOTAL: 22.5%
PHYSICAL Science Assessments PHY TOTAL: 17.5%
Science Inquiry Skills Assessments SIS TOTAL: 22.5%
Science as a Human Endeavour SHE
SEMESTER ONE: Weighting 52%
1 1.6 ESS Test ESS 10 % X
2 1.10 Cells Research Task BIO/SIS 7.5/7.5% X X X
3 2.6 Chemistry Test CHEM 12.5% X X
4 2.9 Reaction Rate Investigation CHEM/SIS 10/5% X X

Differentiation: Student differences will be catered for by altering the necessary teaching and learning activities to suit the student and their needs. Students with learning difficulties will receive tasks that are more scaffolded and
structured and will be given further instruction as to how to complete them. Students, who display sufficient skills and understanding, will be extended through the provision of more complex tasks, which will challenge and stimulate
their thought processes. Teachers will provide lessons and activities which provide for a range of learning styles. By providing differentiation within the class, students of all capabilities will be provided for.
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
Welcome and Introduction: Expectations, assessment folders, student programs, STILE log ins, GENERAL SUPPORT: WS- Program/Assess.
Edmodo/SEQTA logins/groups Diagrams/Models Outline
iPad- STILE
Animations and Science Quest 8:
At the end of these lessons’ students will be able to:
educational videos Safety First pg 4 - 6
 use the knowledge they have learned to enable them to work safely in the Science Scaffolding and
Labs, following the Science labs safety guidelines. (Revision from Year 7) guided questions Links and Videos:
 identify and use scientific equipment for the correct purpose. (Revision) General Lab Safety
SUPPORT:
1. Introduction to Year 8 Science including expectation in classroom and Science Labs. Scaffolding to https://
ACSSU151 View General Lab Safety structure tasks into www.youtube.com/
1.1 ACSIS140 small step-by-step watch? Continuous
2. Safety - Students to be re-orientated to labs safety features and the safety rules to be followed activities v=MEIXRLcC6RA&vl=en Assessment
whilst in Science labs. Read Safety first SQ8
EXTENSION: Drawing Scientifically
https://www.goodscienc
3. Laboratory Equipment - Set out equipment for students to become familiar with and identify e.com.au/year-7-
use for. chemistry/scientific-
diagrams/
4. Discuss rules for drawing scientifically - Students to practise drawing equipment using
scientific drawing guidelines
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
At the end of this activity students will be able to:
Support:
 Students will be able to differentiate between an igneous, sedimentary and a
metamorphic rock. 1. More time to CS8 Chapter 8 (page 294)
complete class work
Types of Rocks Types of Rocks Flow
and tests.
chart
Complete Types of Rocks Flowchart by viewing the videos on YouTube below: 2. Repetition of key
Sedimentary -
concepts verbally and
 What are Sedimentary Rocks – Mike Sammartano https://www.youtube.co
in written exercises. m/watch?
 What are Igneous Rocks – Mike Sammartano v=Etu9BWbuDlY
ACSSU153 3. Talk to text as Igneous –
ACSSIS139 required. https://www.youtube.co Continuous
1.2  What are Metamorphic Rocks – Mike Sammartano
ACSIS140 m/watch? Assessment
Identify common types of rocks 4.Small group work v=aCnAF1Opt8M
Metamorphic -
1. Virtual rock identification: use ESEU Virtual Rock Kit 5. IEPs for relevant https://www.youtube.co
https://www.earthscienceeducation.com/virtual_rock_kit/DOUBLE%20CLICK%20TO students. m/watch?
%20START.htm v=1oQ1J0w3x0o
Extension:
2. Rock Samples (Rocks Samples in Lab) STILE:
STILE 2.6 – Fossils 2.1 – Rocks and Minerals
Students will use handheld magnification lens and the website above to classify the rocks from and Sediments 2.3 – Types of Rocks
the sample into sedimentary, igneous or metamorphic

3. Use scientific drawing skills to draw the rocks examined.

 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
Identifying Minerals Support: Minerals ppt

- By the end of these lessons’ students should be able to identify that rocks are made up 1. More time to SQ8 – Investigation 9.4
ACSSU153 of different mineral compositions complete class work
ACSSIS139 and tests. Introduction to Minerals
ACSIS140 Students should be able to define the term mineral and identify some of the physical
-
ACSIS14 properties of minerals including: hardness, cleavage, lustre, colour, streak, crystal shape, 2. Repetition of key
https://www.youtube.co
ACSIS144 fracture, tenacity and transparency concepts verbally and
m/watch?
ACSIS145 in written exercises. Continuous
1.3 Identify minerals by completing physical tests of a few different samples v=8a7p1NFn64s
ACSIS146 Assessment
ACSIS148 3. Talk to text as
required. STILE:
ACSIS234
1.1: What are Minerals?
ACSHE134 4.Small group work 1.2 Identifying Minerals?
ACSHE226
5. IEPs for relevant
students.

Extension:
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
Support: CS8 Chapter 8
Crystal formation
Students will understand that the rate of crystal formation is impacted by temperature and 1. More time to CS8 Practical activity 8.1:
cooling time complete class work Making Crystals (page
- Students should use the terms extrusive and Intrusive when explaining crystal and tests. 297)
formation
Complete practical activity to determine the effect of cooling rate on crystal size/formation 2. Repetition of key
STILE:
concepts verbally and
The Rock Cycle 1.3 – Investigation: Effect
ACSSU153 in written exercises.
Lesson outcomes - At the end of this activity students will be able to: of cooling rate on
1.4 Crystals
ACSSIS139 3. Talk to text as
 Identify the stages of the rock cycle
ACSIS140 required. 2.4 – The Rock Cycle
1. Introduction: the geological processes that form rocks are cyclical and rocks can change 2.6 – Fossils and
4.Small group work Sediments (Ext)
form over time
5. IEPs for relevant
2. Students will be able to define the processes of weathering, erosion and deposition
students.
3. Recognise that weathering and erosion can be caused by physical, biological or
chemical factors.

Indigenous Perspective: SUPPORT: CS8 Chapter 8

Explore how Australian Indigenous people used rocks as tools/weapons Scaffolding to
structure tasks into Uluru & Kata Tjuta -
ACSSU153 Revision for CAT 1: ESS TEST small step-by-step WASP CAT 1: ESS
1.5
activities TEST
ACSSIS139
(10%)
ACSIS140 CAT 1: ESS TEST
Extension:
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
At the end of these lessons’ students will be able to: Support: CS8 – Chapter 2.1

 Identify and label the components of a microscope 1. More time to The Microscope – Power
 Calculate total magnification complete class work point
 Understand that an image is inverted and reversed when viewed with a microscope. and tests.
Using your Microscope –
2. Repetition of key
Complete Using Microscopes power point Worksheet
concepts verbally and
1.6 in written exercises.
At the end of these lessons’ students will be able to: Continuous
ACSSU149 Using a microscope to
Assessment
3. Talk to text as view cells – work booklet
 draw scientifically using science drawing rules.
required.
 Use a mini-grid to measure the size of objects under a microscope.
4.Small group work

5. IEP/ILPs for
relevant students.

Extension:
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
At the end of these lessons’ students will be able to: Support: CS8 Chapter 2.1 –
Microscopes and Cells
 prepare and stain a wet mount of cells. 1. More time to
 identify and draw specialist cells in green plants. complete class work Videos and Links:
and tests. http://
1. Work in pairs to prepare a wet mount plant cell with no stain and one with methylene blue
www.scootle.edu.au/
stain 2. Repetition of key
ec/viewing/R11822/
concepts verbally and
2. Use drawings rules to draw what you see. index.html#
in written exercises.

3. Describe the differences between the 2 slides. 3. Talk to text as https://

Continuous
1.7 ACSSU149 required. www.youtube.com/
4. Inquiry investigation 3.9 Observing leaf epidermal cells SQ8 page 89. Assessment
watch?v=PrX3h-AflZI –
4.Small group work how to prepare a wet
 prepare and stain a wet mount slide.
 identify the function of 3 specialist cells in plants/animals. mount slide
5. IEP/ILPs for
 draw the image of a prepared slide using scientific drawing skills.
relevant students.
Practical:
Require microscopes set up – Teachers microscope and camera set-up. CS8 2.5 – Making A Wet
Mount (pg 59)
When finished: Read SQ8 pages 78-82 Answer questions 1-10

Pre-reading: SQ 8 pages 75-76 Focus 3.5 and 84, 86- 88 Focus 3.C7
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
At the end of these lessons’ students will be able to: Support: CS8 Chapter 2.2 and 2.3
– Cell Organelles and
 identify physical appearance and the function of cell organelles. 1. More time to Eukaryotic Cells
 identify differences between plant and animal cells. complete class work
and tests. Powerpoint:
1. Introduce the idea of organelles and the jobs they perform within a cell Animal Cells
2. Repetition of key
Plant Cells
2. Students should be able to identify the common organelles found in plant and animal cells: concepts verbally and
1.8 in written exercises. Continuous
STILE: Assessment
ACSSU149 Nucleus, cell membrane, cell wall, cytosol, chloroplasts, vacuole (large and small)
3. Talk to text as
3. Describe organelles physical appearance and function. List whether present in plant, animal or required.
both.
4.Small group work
4. Identify and describe organelles that are unique to plant cells and animal cells if any.
5. IEPs for relevant
students.

At the end of these lessons’ students will be able to: Support: CS8 2.4 – Function and
Malfunction
 recognise the process for cell division. 1. More time to
 describe mitosis as cell division for growth and repair. complete class work Links and Videos:
1. Watch YouTube: Mitosis and tests. Mitosis -
2. Discuss the process of mitosis to ensure understanding from video. https://www.youtube.co
2. Repetition of key
m/watch?v=f-ldPgEfAHI
concepts verbally and
1.9 Specific point to be noted: mitosis is for growth and repair. Continuous
ACSSU149 in written exercises.
CV: Assessment
3. Students to complete a diagram outlining the processes involved in Mitosis https://online.clickview.c
3. Talk to text as
required. om.au/exchange/videos/
3111790/mitosis
4.Small group work
Mitosis - Power point
5. IEPs for relevant
students.
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
SUPPORT: Mitosis Recap WS
Scaffolding and
Revision for Cell Biology Test Specialised
modified activities- STILE Activities
Cells
1.10 learning terminology
ACSSU149 CAT 2: Cells Research Task Research
Assist students as Brainstorm Activities
Task
required
(7.5%)
Label a Microscope WS

At the end of these lessons’ students will be able to: Support:

 use the knowledge they have learned to enable them to work safely in the Science
Labs, following the Science labs safety guidelines. (Revision from Year 7) 1. More time to
 identify and use scientific equipment for the correct purpose. (Revision) complete class work
and tests.
1. Introduction to Yr. 8 Science including expectation in classroom and Science Labs.
View General Lab Safety 2. Repetition of key
concepts verbally and
2.1 ACSSU151 2. Safety - Students to be re-orientated to labs safety features and the safety rules to be followed in written exercises.
Continuous
ACSIS140 whilst in Science labs. Read Safety first SQ8
3. Talk to text as Assessment
required.
3. Laboratory Equipment - Set out equipment for students to become familiar with and identify
use for. 4.Small group work

4. Discuss rules for drawing scientifically - Students to practise drawing equipment using 5. IEPs for relevant
scientific drawing guidelines students.

EXTENSION:
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
At the end of these lessons’ students will be able to: Support: CS8 5.1 – Particle Model
and States of Matter
 Describe the particle theory and explain how particles are arranged in solids, liquids, 1. More time to CS8 5.2 – Properties of
and gases. complete class work Solids, Liquids and Gases
 Use the particle model to explain the different properties of solids, liquids, and gases. and tests.
 Demonstrate evidence for the particle model of matter.
 Identify the main properties of each of the 3 states of matter. CS8 Activity 5.1 –
2. Repetition of key
 Conduct an inquiry investigation using safe laboratory practises and skills. Different States of
concepts verbally and
Chocolate
in written exercises.
Lesson 1 - 4 Youtube – (Part)icles of
3. Talk to text as
ACSSU151 our world
required.
ACSIS140  Introduce the concept of different states of matter, the properties of solids, liquids and
2.2 ACSIS141 https://www.youtube.co Continuous
gases, and changes of state 4.Small group work
ACSIS144 m/watch? Assessment
ACSIS145 v=npv74D2MO6Q
 Review states of matter and discuss properties of solids, liquids and gases 5. IEPs for relevant
students.
 Apply understanding of states of matter to real world examples STILE Activities

 Explore state changes in the lab using H2O as an example

EXTENSION:
 STILE: States of Matter Lesson 1.3

 Practical: Evidence for the particle model of matter.


 Complete practical and questions from Stile Lesson 1.3
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
At the end of these lessons’ students will be able to: Support: CS8 – 5.2 Properties of
Solids, Liquids and Gases
 Describe how particles are arranged in solids, liquids and gases and give examples of 1. More time to CS8 – 5.3 Changing
each. complete class work States
 Use the particle model to explain the different properties of solids, liquids and gases. and tests.
 Use the particle model to explain observed phenomena linking the energy of particles
to temperature changes Changing states of
2. Repetition of key
ACSSU151  Use the particle model to explain the different properties of solids, liquids and gases. matter -
concepts verbally and
ACSIS140 https://online.clickview.c
2.3 ACSIS141
in written exercises.
om.au/libraries/videos/3
ACSIS144 Students need to be able to define the following terms in relation to states of matter: melting,
ACSIS145 3. Talk to text as 713352/changes-in-
ACSIS146 freezing, condensation, evaporation, sublimation and deposition states-of-matter
required.
Make the link between changes in state and amount of energy the particles of a substance have.
4.Small group work STILE 1.2 – Changes in
(Energy in, Energy out – SQ8)
States of Matter
5. IEPs for relevant
students.
Properties of Different
Extension: states - WS
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
At the end of these lessons’ students will be able to: Support: CS8 6.1 – Atoms and
Elements
 distinguish between atoms and elements 1. More time to CS8 6.2 – organising
 model the arrangement of particles in elements and compounds complete class work elements
 list the first 20 elements of the periodic table with their atomic symbols and tests.
Periodic Table
2. Repetition of key
1. View: Atoms, Elements and Molecules Worksheet
concepts verbally and
2. STILE: Elements and Compounds Lesson 1.1 Elements in written exercises.
3. Introduce the Periodic Table of Elements STILE:
ACSSU152 4. Explain why elements are organised in the way they are on the periodic table 1.1 Elements
3. Talk to text as
ACSIS140
ACSIS141 required.
2.4
ACSIS144 Links and Videos: Continuous
ACSIS145 4.Small group work Introduction to the Assessment
ACSIS146
Periodic Table -
ACSIS148 5. IEPs for relevant
ACSIS234 https://www.youtube.co
students.
m/watch?
v=Zg6KeXsDVwY
Atoms, Elements and
Molecules -
http://
education.abc.net.au/
home#!/media/
1520179/atoms-
elements-and-molecules
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
At the end of these lessons’ students will be able to: Support: CS8 6.3 – Compounds
and Mixtures
 recognise that elements and simple compounds can be represented by symbols and 1. More time to
formulas complete class work Practical:
and tests. 6.3 – Making a
 distinguish between metals and non-metals based on their properties
Compound
2. Repetition of key
 explain how compounds differ from elements and mixtures
ACSSU152 concepts verbally and
ACSIS139 STILE:
 be able to identify the proportions of elements in compounds from its chemical formula in written exercises.
ACSIS140 Elements and
2.5 ACSIS141 Continuous
3. Talk to text as Compounds 2.1
ACSIS144 assessment
ACSIS145 Discuss how elements form compounds and the ratio of elements in compounds using H2O and required.
ACSIS146
CO2 as examples Links and Videos:
ACSIS234 4.Small group work Elements, Compounds
Explore the properties of different elements in relation to their place on the Periodic Table of and Mixtures -
5. IEPs for relevant
Elements https://www.youtube.co
students.
m/watch?
Identify the first 20 elements and their elemental symbols of the periodic table by memory v=DZ6Ap8Zyb9w

Introduce simple compounds and explore how they are formed from elements
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
At the end of these lessons’ students will be able to: Support: SQ8: Chapter 7

 recognise that elements and simple compounds can be represented by symbols and 1. More time to STILE: Incomplete
formulas complete class work Activities or extra
and tests. revision
 distinguish between metals and non-metals based on their properties
2. Repetition of key
ACSSU152  explain how compounds differ from elements and mixtures Forming Carbon Dioxide
ACSIS139 concepts verbally and
WS CAT 3:
ACSIS140
 be able to identify the proportions of elements in compounds from its chemical formula in written exercises.
2.6 ACSIS141 Chemistry
ACSIS144 3. Talk to text as Test
ACSIS145
ACSIS146 Demonstrate how compounds can be made from elements and visa versa by creating Carbon required. (12.5%)
ACSIS234 Dioxide and Hydrogen Gas
4.Small group work
Revision for CAT 5: Elements, Compounds and Mixtures
5. IEPs for relevant
CAT 3: Elements, Compounds and Mixtures students.
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
At the end of these lessons’ students will be able to: Support: CS8 7.1 – Evidence of a
Physical Change
 identifying evidence that a chemical change has taken place 1. More time to CS8 7.2 – Evidence of a
 identifying the differences between chemical and physical changes complete class work Chemical Change
Lesson 1 & 2 and tests.

1. View What looks like salt, but tastes sweet? STILE:

2. Repetition of key
2. STILE 1.2 Lesson: Physical Change 1.2 Physical Change
concepts verbally and
3. STILE 2.1 Lesson: Chemical Change (Lesson)
ACSSU225 in written exercises.
2.1 Chemical Change
ACSIS140
ACSIS141 3. Talk to text as (Lesson)
Lesson 3 & 4
ACSIS144 required.
2.7 ACSIS145
In small groups students research 2 types of chemical change that occur around them and Practical:
ACSIS146
present a short powerpoint/speech/poster explaining the impact of it 4.Small group work 7.1 – Skittles and
ACSIS234
Diffusion
5. IEPs for relevant
students.
Links and Videos:
Extension: http://
https:// education.abc.net.au/
www.abc.net.au/ home#!/media/
science/lcs/ 155432/what-makes-
heart.htm salt-and-sugar-so-
different
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
At the end of these lessons’ students will be able to: Support: CS8 7.3 – Investigating
Reactions
 Identify three changes that can alter the rate of a chemical reaction. 1. More time to
 Investigate the effect of changing concentration on the speed of a reaction complete class work STILE:
 Investigate the effect of changing temperature on the speed of a reaction and tests.
 Investigate the effect of changing surface area on the speed of a reaction
Practical:
2. Repetition of key
Lessons 1 – 4 7.4 (Teacher Demo) –
concepts verbally and
ACSSU225 Precipitation Reactions
in written exercises.
ACSIS139 Read over chapter 8.4 of SQ8 and complete the two investigations:
ACSIS140  The effect of temperature on a reaction (Investigation 8.7) 3. Talk to text as 7.6 (Teacher Demo) –
2.8 ACSIS141
 Changing the Rate of Reaction (Investigation 8.8) Elephant’s Toothpaste
ACSIS144 required. Continuous
ACSIS145 Assessment
ACSIS146 Science Aspects 2:
4.Small group work YouTube:
ACSIS234  Comparing Reaction Rates (pg 267)
ACSHE136 Rates of Reaction P1
5. IEPs for relevant
https://www.youtube.co
students.
m/watch?
Extension: v=NhdtqnEfa9w
Explore the impact of
climate change on Rates of Reaction P2
enzymes and the https://www.youtube.co
implications for m/watch?
humans v=ExHV_cFWYSM
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
At the end of these lessons’ students will be able to: Support:
 Identify three changes that can alter the rate of a chemical reaction.
Reaction Rate
 Investigate the effect of changing concentration on the speed of a reaction
1. More time to Assessment Task Sheet
 Investigate the effect of changing temperature on the speed of a reaction complete class work
 Investigate the effect of changing surface area on the speed of a reaction and tests.

ACSSU225 CAT 4: Rate of Reaction Investigation 2. Repetition of key

ACSIS139
concepts verbally and CAT 4:
ACSIS140 Reaction
ACSIS141 in written exercises.
2.9 Rate
ACSIS144
ACSIS145 3. Talk to text as Investigatio
ACSIS146 required. n (15%)
ACSIS234
4.Small group work

5. IEPs for relevant

students.
 SEMESTER ONE 2022
IDEAS FOR SUGGESTED ASSESSMEN
WEEK SYLLABUS SUGGESTED LEARNING EXPERIENCES
DIFFERENTIATION RESOURCES TS
At the end of these lessons’ students will be able to: Support:
 demonstrate an understanding of the role of scientists in the modern world.
1. More time to
 use SIS skills to gather and present information
complete class work
1. What is the role of science in our lives and what do scientists do? and tests.
2. STILE: Career Profile: Scott Kelly
2. Repetition of key
3. Introduce: the following scientists:
concepts verbally and
 Dr Yvonne Aitken, agricultural scientist (1911-2004)
 Dr Fiona Wood in written exercises.
 briefly discuss their careers
ACSSU151
3. Talk to text as Continuous
2.10 ACSHE134 4. Find scientists:
ACSHE226  Australian Academy of Science required. Assessment
 Ultimate Careers
4.Small group work
5. In groups research a scientist of the students’ choice – present information in format of student’s choice.

5. IEPs for relevant

students.

Extension:
Research the impact
of contraceptives on
different cultures