Science Stage 4 and 5

portertoaststicksBiotechnology

Oct 23, 2013 (4 years and 20 days ago)

137 views




Science



Stage 4 and 5

Integrating sustainability education in your subject




The NSW Department of Education and Communities (DEC) is committed to sustainability education
through the: Environmental Education Policy for Schools and

the Sustainability and Environment
integration (Learning across the Curriuclum) in revised NSW syllabus.

Together these aim to outline the understandings, skills and values that develop the capacity to live
more sustainably. Schools should provide sustai
nability education programs and experiences that:



are interdisciplinary and systematically programmed, taught and evaluated as part of the
curriculum K
-
12



progressively build knowledge and skills through the stages of schooling that allow students to
use
the school site and other built and natural environments to investigate, plan and take
action for biodiversity and the natural environment



allow students to consider a range of viewpoints and to make judgements based on evidence,
their personal values and
social justice



provide students with opportunities to learn about, and from, Aboriginal peoples’ relationship
with country, land use, heritage and culture, preferably through engagement with members of
their local Aboriginal community



allow students to exp
lore their relationship with their community and the environment and to
explore, design and where possible implement responses to sustainability solutions



promote collaboration and partnerships within the community.



Further information and guidance on
how education for sustainability may be structured to support a
progression of learning from Kindergarten to Year 10 can be found in the
Sustainability Curriculum
Framework

published by the Department of the Environment, Water, Heritage and the Arts. This
document sets out three dimensions to learning for sustainability:
Sustainabi
lity Action Process,
Knowledge of Ecological and Human Systems and Repertoires of Practice.

The three above three dimensions can be applied in all curriculum areas
. The following pages
provide lnks to learning resources that support student development i
n each of these three
dimensions.

Sustainability Education policy for schools
-

Support document


Science
-

Stage 4 and 5


© State of New South Wales, Department of Education and
Communities
, 2011

2
/
11


NSW Curriculum and Learning Innovation Centre




Science

Stage 4 and

5


Sustainability Curriculum Framework

NSW DET
Sustainability Education Policy

Sustainability Action Process



allow students to experience, value and take action to protect biodiversity and the
natural environment



allow students to use the school site, other built environments and their local area
to
investigate, plan and take action to improve sustainability



promote collaboration and partnerships within the community

Knowledge of Ecological and Human
Systems



are systematically programmed, taught and evaluated as part of the curriculum K
-
12



are inter
disciplinary; applying, connecting and progressively building knowledge
and skills from across learning areas and through the stages of schooling



provide students with opportunities to learn about, and from, Aboriginal peoples’
relationship with country, l
and use, heritage and culture, preferably through
engagement with members of their local Aboriginal community

Repertoires of Practice



allow students to consider a range of viewpoints and to make judgements based on
evidence, their personal values and soci
al justice



allow students to explore their relationship with the environment and to explore,
design and where possible implement responses to sustainability challenges for
both natural and built environments



include different spatial scales (local to globa
l, home to community).

Stage 4/5 unit of work

Cloning extinct animals

Investigate

the principles
and ethical questions relating to the
cloning the now
-
extinct Tasmanian tiger.




Sustainability Education policy for schools
-

Support document


Science
-

Stage 4 and 5


© State of New South Wales, Department of Education and
Communities
, 2011

3
/
11


NSW Curriculum and Learning Innovation Centre




Science

Sustainability Action
Process

Outcomes

Skills

Learning for Sustainability

1.

Making the case for change


4/5.18

4/5.19

4/5.22

Presenting information

Thinking critically

Working individually and in teams


Describe a problem and
develop an

hypothesis or
question that can be tested or
researched.

Identify what type of
information or data need to be
collected

Eco’tude

Catapult


Environment

Showing Evidence Tool

Making Decisions

Visual Ranking

Talk it Out

2. Defining the scope


4/5.13. 1

4/5.16


4/5.20

4/5.21


4/5.22


Identifying data sources

Gathering information from
secondary sources

Problem
-
solving

The use of creativity and imagination

Working individually and in teams

Propose possible sources of
data and/or information
relevant to the investigation

Seeing Reason Tool

Using Google Sketch
-
Up

Digital Story Telling

Agreement by Consensus

Visual Ranking

3. Developing the proposal


4/5.13.2

4/5.13.3

4/5.18

4/5.20

4/5.21

4/5.22


Planning first
-
hand investigations

Choosing equipment or resources

Presenting information

Problem
-
solving

The use of creativity and imagination

Working individually and in teams

Justify why particular types of
data or information are to be
collected

Persuasive Writing

Writing a Discussion

Mind Mapping

Writing a Project Brief

Sustainability Education policy for schools
-

Support document


Science
-

Stage 4 and 5


© State of New South Wales, Department of Education and
Communities
, 2011

4
/
11


NSW Curriculum and Learning Innovation Centre




Seeing Reason Tool

Decision Making Techniques

Tuning Protocols

Communication Checklist

Effective Communication

4. Implementing the proposal


4/5.14

4/5.15


4/5.22

Performing first
-
hand investigations

Gathering first
-
hand information

Working individually and in teams

Making a Difference

Database Skills in Years 7
-
10

Data Logging

Integrating Databases 7
-
10


5. Evaluating and reflect
ing


4/5.17


4/5.18

4/5.19

4/5.20

4/5.21

4/5.22


Processing information

Presenting information

Thinking critically

Problem
-
solving

The use of creativity and imagination

Working individually and in teams


Knowledge of Ecological and
Human Systems

Outcomes

Knowledge and Understanding

Learning for Sustainability

Living things


4.8

5.8

A student describes features of living things

A student relates the structure and function of
living things to models, theories and laws.

Why Preserve Biodiversity?

Biodiversity 2010

PlantNet

Living Things in the Australian
Scene


Lesson Plan

Major forms of life


5.8

A student relates the structure and function of
living things to models, theories and laws.

Animals

Australian Fauna

Australian Flora

Biochemistry

5.8

A student relates the structure and function of
living things to models, theories and laws.

Animated Periodic Table

Ripe Fruits, Starch to Sugar

Food Science & Technology

Ecosystem an
d ecosystem
relationships

4.10


5.10

A student identifies factors affecting survival of
organisms in an ecosystem.

A student assesses human impacts on the
interaction of biotic and abiotic features of the
Ecosystems, Biomes, and
Habitats

Ocean Explorer

Antarctica

Sustainability Education policy for schools
-

Support document


Science
-

Stage 4 and 5


© State of New South Wales, Department of Education and
Communities
, 2011

5
/
11


NSW Curriculum and Learning Innovation Centre




environment.

Great Barrier Reef

Abiotic

Environmental Features

Australian Ecosystems

Backyard Biodiversity Lesson
Plan

Evolution of life and the
biosphere


5.8

A student relates the structure and function of
living things to models,
theories and laws.

Charles Darwin

Talking Evolution

Biosphere processes

4.9



5.9



4.10


5.10


5.11

A student describes the dynamic structure of Earth
and its relationship to other parts of our solar
system and the universe.

A student relates
the development of the universe
and the dynamic structure of Earth to models,
theories and laws and the influence of time

A student identifies factors affecting survival of
organisms in an ecosystem

A student assesses human impacts on the
interaction of bi
otic and abiotic features of the
environment.

A student analyses the impact of human resource
use on the biosphere to evaluate methods of
conserving, protecting and maintaining Earth’s
resources.

Botanic Gardens Trust
Resources

Rivers

Rocks and Mountains

The Rock Cycle

Devil’s Lair

Greenhouse Gases
-
using
spreadsheets

The Carbon Cycle

Methods of mapping,
monitoring and assessing living
systems

4.2



5.2

A student uses examples to illustrate
how models,
theories and laws contribute to an understanding
of phenomena.

A student describes the processes that are applied
to test and validate models, theories and laws.

Spreadsheets for Science

Virtual Laboratory

Virtual Lab Simulat
ion

National Geophysical Data
Centre

Greenhouse Gases
-
using
spreadsheets

Forces and energy

4.6


A student identifies and describes energy changes

and the action of forces in common situations.

Links to energy

Alternative energy

Sustainability Education policy for schools
-

Support document


Science
-

Stage 4 and 5


© State of New South Wales, Department of Education and
Communities
, 2011

6
/
11


NSW Curriculum and Learning Innovation Centre




5.6


4.11


4.12


5.11

A student applies models, theories and laws to
situations involving energy, force and motion.

A student identifies where resources are found,
and describes ways in which they are used by
humans

A student iden
tifies, using examples, common
simple devices and explains why they are used.

A student analyses the impact of human resource
use on the biosphere to evaluate methods of
conserving, protecting and maintaining Earth’s
resources.

Energy Kids

Switched On

Nuclear Energy

Electrical Circuits

Renewable Energy

Electricity

Structure of the Earth

4.9



5.9

A student describes the dynamic structure
of Earth
and its relationship to other parts of our solar
system and the universe.

A student relates the development of the universe
and the dynamic structure of Earth to models,
theories and laws and the influence of time

Earthquakes

Volcanoes

Earth & Environmental Science

Dynamic Earth

Rocks, Minerals & Mining

Solar system

4.9



5.9

A student describes the dynamic structure of Earth
and its relationship to other parts of our solar
system and the universe.

A student relates the development of the universe
and the dynamic structure of Earth to models,
theories and laws and the influ
ence of time

Under Universal Skies

NASA Teaching Materials

Astronomy Online

The Nine Planets

SETI Lesson Plan

Climate

4.9



5.9



4.10


5.10

A student describes the dynamic structure of Earth
and its relationship
to other parts of our solar
system and the universe.

A student relates the development of the universe
and the dynamic structure of Earth to models,
theories and laws and the influence of time

A student identifies factors affecting survival of
organisms in

an ecosystem

A student assesses human impacts on the
The Earth and its Atmosphere


A lesson plan

Think Climate, Think Change

What is Climate Change?

Learn About Meteorology

Weather and Seasons

Climate Science

Greenhouse Gases
-
using
spreadsheets

Sustainability Education policy for schools
-

Support document


Science
-

Stage 4 and 5


© State of New South Wales, Department of Education and
Communities
, 2011

7
/
11


NSW Curriculum and Learning Innovation Centre





5.11

interaction of biotic and abiotic features of the
environment.

A student analyses the impact of human resource
use on the biosphere to evaluate methods of
conserving, protecting and maintaining Earth’s
resources.

Social systems and culture

4.4


5.1


5.4

A student identifies

choices made by people with
regard to scientific developments.

A student explains how social factors influence the
development and acceptance of scientific ideas.

A student discusses scientific evidence supporting
different viewpoints.

Aboriginal Cultures

Kakadu

Embedding Indigenous Sc
ience

Methods of assessing
ecological sustainability

4.5

5.5


4.10


5.10


5.11

A student describes areas of current scientific
research.

A student analyses how current research might
affect people’s lives.

A student identifies factors affecting survival
of
organisms in an ecosystem.

A student assesses human impacts on the
interaction of biotic and abiotic features of the
environment.

A student analyses the impact of human resource
use on the biosphere to evaluate methods of
conserving, protecting and main
taining Earth’s
resources.

World Without Oil

Predict, Observe, Explain

Aboriginal Health

Kid’s Do Ecology

Historical evaluation and
processes of historical change

4.1

A student identifies historical examples of how
scientific

knowledge has changed people’s
understanding of the world.

Women in Science

Aboriginal use of Native Plants

Traditional Technologies

Famous Australian Scientists

Civics and citizenship




Ownership and property rights




Economic systems and costs

5.11

A student analyses the impact of human resource
Alchemy

Sustainability Education policy for schools
-

Support document


Science
-

Stage 4 and 5


© State of New South Wales, Department of Education and
Communities
, 2011

8
/
11


NSW Curriculum and Learning Innovation Centre




use on the biosphere to evaluate methods of
conserving, protecting and maintaining Earth’s
resources.

Planet Slayer

Genetic Engineering

How Products are Made

Water technologies




Materials and production

4.7


5.7


4.11


5.11



5.12




A student describes observed properties of
substances using scientific models and theories.

A student relates properties of elements,
compounds and
mixtures to scientific models,
theories and laws.

A student identifies where resources are found,
and describes ways in which they are used by
humans.

A student analyses the impact of human resource
use on the biosphere to evaluate methods of
conserving, p
rotecting and maintaining Earth’s
resources.

A student relates the interactions involved in using
some common technologies to their underlying
scientific principles.

The Green

Guide

Science and Engineering

Safe Handling of Household
Chemicals

The Atom’s Family

Built
environment technologies

5.12

A student relates the interactions involved in using
some common technologies to their underlying
scientific principles.

Biotechnology

Nuclear Radiation

Simple Machines

Transport




A
griculture and food production




Information and
communication technologies

4.3


5.3


5.12



A student identifies areas of everyday life that
have been affected by scientific developments.

A student evaluates the impact of applications of
science on
society and the environment.

A student relates the interactions involved in using
some common technologies to their underlying
scientific principles.


Science Podcasts

Bioethics

Soil Salinity

Mobile Phone
Radiation

Pesticides

Biological Pest Control

Sustainability Education policy for schools
-

Support document


Science
-

Stage 4 and 5


© State of New South Wales, Department of Education and
Communities
, 2011

9
/
11


NSW Curriculum and Learning Innovation Centre




Repertoires of Practice

Outcomes

Values and attitudes

Learning for Sustainability

World viewing








4/5.23


4/5.24


4/5.25



4/5.27

Demonstrates confidence and a willingness to
make decisions and to take

responsible actions

Respects differing viewpoints on science issues
and is honest, fair and ethical

Recognises the relevance and importance of
lifelong learning and acknowledges the continued
impact of science in many aspects of everyday life

Acknowledges

their responsibility to conserve,
protect and maintain the environment for the future

Students can research a
sustainability issue around
which there may be different
and conflicting points of view.
Through this they should
identify the scientific
inform
ation and its
interpretation that people have
available or use when
developing understanding
about sustainability issues and
actions different people support
and implement.

Systems thinking

4/5.26


Recognises the role of science in providing
information a
bout issues being considered and in
increasing understanding of the world around them


Issues in Science:

Bioethics

Soil Salinity

Mobile Phone Radiation

Pesticides

Biological Pest Control

Futures and design thinking




OTHER RESOURCES

Year 7 Scope & Sequence

Years 7
-
10 Skills Map

Year 7 Sample Program. Clear, Clean Water

Year 9 Scope & Sequence

Year 9 Sample Program. Gene Technology

Stage 4 Science Links for Learning

Stage 5 Science Links for Learning

Program Evaluation Instrument

Stage 4 & 5 Mapping Grids

Year 7 & 8 Assessment & Work Samples

Year 9 & 10 Assessment & Work Samples

Sustainability Education policy for schools
-

Support document


Science
-

Stage 4 and 5


© State of New South Wales, Department of Education and
Communities
, 2011

10
/
11


NSW Curriculum and Learning Innovation Centre




Gathering Information from Secondary Sources

Stage 4 & 5 Sample Units of Work

Stage 4 & 5 Student Portfolios & Work Samples

Sustainability Education policy for schools
-

Support document


Science
-

Stage 4 and 5


© State of New South Wales, Department of Education and
Communities
, 2011

11
/
11


NSW Curriculum and Learning Innovation Centre




Cloning extinct animals

Step 1:

Access this interactive that illustrates the
principles of cloning the now
-
extinct Tasmanian tiger.


Step 2:

Record each of your choices as you work
through the instructions on the activity. This can be
done using a table inserted into a Microsoft Word
document.

You should also include a brief explaination of why
you made those choices.


http://www.biotechnologyonline.gov.au/biotechnol ogyonline/popups/int_thylac
inecloning.html




Step 3:

Use a search tool such as Google and conduct an Internet search on the costs of
cloning. Select two (2) newspaper articles
published in the last 24 months
on the topic of the
cost of cloning.


Hint: Many search tools can filter results to show just news articles. In Google, you can also
sort your results to show the most recent ones first (or last).




Step 4:

Use a suitable formating style in a Microsoft Word document to record for each of t
he
articles you selected:




The article name, the publication date, and the newspaper in which they were
published.



A brief summary of the contents of the article



The source of the information used in the article


Step 5
: Write a
Letter to the Editor

of one of the newspapers you’ve selected. In 30 to 50
words, state why you agree or disagree with the article that was published. You must
mention information from the other article you selected in Step 3 above.