Oz-e-science
In Lessons 1 to 15, students learn about:
- the unique conditions on Earth that have allowed the creation of life
- the characteristics of a living thing
- the conditions living things need in order to survive
- setting up an experiment to determine the effect of changing conditions on a plant species
- the steps of the scientific method
- the different types of microscopic life and the conditions they need to survive
- why controlling factors and conditions for growing bacteria and fungi is important for our own survival
- the effects of the coronavirus and how it affects humans
- the effect temperature has on the survival of living things
- energy sources and chemical conditions required for living things to survive
- an experiment to determine the effect of changing conditions on a plant species
- how to explain, evaluate, and communicate the results of an experiment to determine the effect of changing conditions on a plant species
- examples of humans controlling the survival of other living things
- what ethics are and communicating opinions on the ethics of manipulating survival
- constructing an argument to use in a debate on the ethics of gene technology.
- Identify the conditions on Earth that allowed life to form.
- Describe four theories about how life formed on Earth.
- Experiment with creating energy from mixing chemicals.
- Create a model of a living thing.
- Describe the conditions required for humans to survive.
- Identify different types of live that live in different conditions.
- Set up an experiment to test plant survival.
- Identify microorganisms in a sample of pond water.
- Explain how bacteria and fungi grow rapidly in in perfect conditions.
- Explain how viruses affect their host.
- Identify ways to protect against viruses.
- Investigate how herd immunity can control the spread of viruses.
- Identify the range of temperature conditions found on Earth.
- Investigate the effect that changing ocean chemicals is having on shellfish.
- Describe the result that changing a condition has on plant growth.
- Explain how humans have changed the conditions for survival of different living things.
- Describe the changes humans have made to the survival of living things to benefit us.
- Describe ways that humans have begun manipulating DNA to benefit us.
- Communicate opinions on the ethics of these decisions.
Progress Tests
Progress tests are conducted after every second lesson, allowing teachers to monitor student understanding of the concepts taught over the past two lessons and to identify where reteaching is needed. The Teaching Guide contains the testing questions, and the Student Workbook has a section where students write their answers and score themselves.
Structured Research Activity
The Structured Research Activity (SRA) for this unit is as follows: Students conduct an experiment growing seeds and report on the effect of changing conditions on a plant species. The SRA takes place over two lessons so students can apply the Science Understanding and Science Inquiry Skills covered in the unit. Teachers use the Guide to Making Judgements, which is included in the Teaching Guide, to mark the SRA.
End-of-Unit Assessment
The last lesson is the end-of-unit assessment, which has a variety of question formats (e.g. label the diagram, circle the correct answer) to assess student mastery of content from the unit. The end-of-unit assessment is in the Teaching Guide. Teachers copy the assessment and distribute to students at testing time.
Progress tests are conducted after every second lesson, allowing teachers to monitor student understanding of the concepts taught over the past two lessons and to identify where reteaching is needed. The Teaching Guide contains the testing questions, and the Student Workbook has a section where students write their answers and score themselves.
Structured Research Activity
The Structured Research Activity (SRA) for this unit is as follows: Students conduct an experiment growing seeds and report on the effect of changing conditions on a plant species. The SRA takes place over two lessons so students can apply the Science Understanding and Science Inquiry Skills covered in the unit. Teachers use the Guide to Making Judgements, which is included in the Teaching Guide, to mark the SRA.
End-of-Unit Assessment
The last lesson is the end-of-unit assessment, which has a variety of question formats (e.g. label the diagram, circle the correct answer) to assess student mastery of content from the unit. The end-of-unit assessment is in the Teaching Guide. Teachers copy the assessment and distribute to students at testing time.
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