syllabus

Syllabus

Context

Most students are interested in living things and are motivated to study them because of the variety of living things in their surroundings. And because classification requires the comparison of organisms,
this unit also provides a context to develop skills in defining, describing and comparing organisms.

Prescribed focus area

The prescribed focus area for this unit is the history of science.
The historical development of classification and the understanding
of photosynthesis are investigated. Contributions to science by
different cultures from the past are identified, and at the same time, non-scientific ideas from other cultures are considered and valued. The idea that scientific ideas develop over time is introduced.

Outcomes

Prescribed Focus Area

4.1	identifies historical examples of how scientific knowledge has changed people's understanding of the world
4.4	identifies choices made by people with regard to scientific developments

Domain :Knowledge and understanding

4.8	describes features of living things
4.10	identifies factors affecting survival of organisms in an ecosystem

Domain :Skills

4.16	accesses information from identified secondary sources

Domain :Values and Attitudes

4.23	demonstrates confidence and a willingness to make decisions and to take responsible actions
4.24	respects differing viewpoints on science issues and is honest, fair and ethical
4.26	recognises the role of science in providing information about issues being considered and in increasing understanding of the world around them
4.27	acknowledges their responsibility to conserve, protect and maintain the environment for the future

Source: Adapted from outcomes of the Science Years 7-10 syllabus
<http://www.boardofstudies.nsw.edu.au/syllabus_sc/index.html#science.pdf> (accessed 10 June 2004) © Board of Studies.

Students have the opportunity to learn about:

the history of science
the implications of science for society and the environment
classification
multicellular animals
ecosystems
identifying data sources
planning first-hand investigations
gathering information from secondary sources
processing information
presenting information
working individually

Students have the opportunity to learn to:

· 4.1	a	identify some of the scientific ideas that different cultures have contributed to science throughout history
	b	describe (using examples including those developed by Aboriginal peoples) ideas developed by different cultures to explain the world around them
	c	describe some models and theories that have been considered in science and then been modified or rejected as a result of available evidence
	d	discuss examples where societal, religious or ethical values have had an impact on scientific developments
	e	describe historical cases where developments in science have led to the development of new technologies
	f	describe historical cases where developments or improvements in technology have transformed science
· 4.4	d	analyse reasons why different cultures or groups within a society, including Aboriginal people, may have different views in relation to scientific issues
· 4.8.2	a	classify living things according to structural features and identify that they have patterns of similarities and differences
	b	identify a range of plants and animals using simple keys
· 4.8.4	a	identify that there is a wide range of multicellular organisms
	d	identify the materials required by multicellular organisms for the processes of respiration and photosynthesis
· 4.10	a	describe some adaptations of living things to factors in their environment
	b	describe, using examples of food chains and food webs from Australian ecosystems, how producers, consumers and decomposers are related
· 4.13.1	g	formulate a means of recording the data to be gathered or the information to be collected
· 4.13.2	c	describe a logical procedure for undertaking a simple or controlled experiment
· 4.16	a	use a range of sources, including databases, CD-ROMs and the internet, to access information
	d	summarise information from identified oral and written secondary sources
· 4.17	d	organise data using a variety of methods including diagrams, tables, spreadsheets and databases
	g	apply mathematical concepts and computer based technologies to assist analysis of data and information
· 4.18	b	select and use an appropriate medium to present data and information
	e	use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly and/or succinctly
	f	select and draw the appropriate type of graph (from column graph, histogram, divided bar, sector or line graph) or diagram to convey information and relationships clearly and accurately
· 4.22		independently plan and conduct investigations, communicate information and understanding and solve problems

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