SCIENCE
DARFIELD HIGH SCHOOL - YEAR 10 SCIENCE 2017
• This year, you will learn the ideas of and about Science through 7 different Units – shown in the table below:
• Dark grey cells are the Big Ideas – the main things you need to be a scientifically literate citizen
• Light grey cells are the Nature of Science strands which focus on how science works (reported on as Curriculum Level + basic / proficient / advanced) – aim for Level 6
• White cells are the Content objectives which focus on key science ideas (reported on as Curriculum Levels + basic / proficient / advanced) – aim for Level 6
|Unit |9A Science and Fiction |9C On the Farm |Amazing Atoms |
|Big |Genetic information is passed down from one generation of organisms to |Organisms require a supply of energy and materials for which they are often|All material in the universe is made up of very small particles |
|Ideas|another |dependent on or in conflict with other organisms |Atoms are made up of smaller particles |
| |Genes are inherited from parents, and the environment affects how these |Organisms are organised on a cellular basis |The way elements react can give ideas on their atomic structure |
| |genes may show up |Genetic information is passed down from one generation of organisms to |Reactions happen when atoms touch |
| |Scientific explanations, theories and models are those that best fit the |another |Science assumes that for every effect there is one or more causes |
| |facts known at a particular time |Applications of science often have ethical, social, economic and political | |
| |The knowledge produced by science is used to in some technologies to create|implications | |
| |products to serve human needs | | |
|NOS |Understanding about Science: History of Genetics Assignment |Communicating in Science: Farming Choices Assignment |Investigating in Science: Reaction Rates Investigation |
| |Learn about science as a knowledge system; the features of scientific |Develop knowledge of the vocabulary, numeric and symbol systems, and |Carry out science investigations using a variety of approaches; classifying|
| |knowledge, how it is developed; and learn about the ways in which the work |conventions of science and use this knowledge to communicate about their |and identifying, pattern seeking, exploring, investigating models, fair |
| |of scientists interacts with society. |own and others’ ideas. |testing, making things, or developing systems. |
|Conte|Evolution: |Ecology: |The Structure of Matter: |
|nt |Understand that the processes that drive change in groups of living things |Understand how living things interact with each other and with the |Interpret observations in terms of particles, structures, and interactions |
| |over long periods of time and be able to discuss the implications of these |non-living environment. |present. Understand and use the fundamental concepts of chemistry. |
| |changes. | | |
|Unit |9I Buying Energy |9J Satellites and Space |9K Record Breakers |9F Sculpture Park |
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