LINKS
Assessment criteria
Criterion A: Knowledge and Understanding
Criterion B: Inquiring and Designing
Criterion C: Processing and Evaluating
Criterion D: Reflecting on the impact of Science
Criterion B: Inquiring and Designing
Criterion C: Processing and Evaluating
Criterion D: Reflecting on the impact of Science
UNITS of INQUIRY
FORCES
In this first unit ‘Forces’ students will look at the unit question “How do forces cause change?” and will explore the scientific inquiry cycle through an investigation into one significant force, practice important scientific techniques including predicting, measuring and controlling variables. There is a focus on safety expectations and correct use of laboratory equipment. Students will be introduced to rubrics and they will be assessed based on their ability to design, conduct and report on experiments.
Assessment Tasks:
Criterion A Using knowledge: not assessed
Criterion B Inquiring and designing: Scientific Investigation
Criterion C Processing and Evaluating: Scientific Investigation
Criterion D Reflecting on the impact of Science: not assessed
In this first unit ‘Forces’ students will look at the unit question “How do forces cause change?” and will explore the scientific inquiry cycle through an investigation into one significant force, practice important scientific techniques including predicting, measuring and controlling variables. There is a focus on safety expectations and correct use of laboratory equipment. Students will be introduced to rubrics and they will be assessed based on their ability to design, conduct and report on experiments.
Assessment Tasks:
Criterion A Using knowledge: not assessed
Criterion B Inquiring and designing: Scientific Investigation
Criterion C Processing and Evaluating: Scientific Investigation
Criterion D Reflecting on the impact of Science: not assessed
RELATIONSHIPS IN ECOSYSTEMS
In this unit ‘Relationships and Ecosystems’ students will look at the unit question “What are the consequences of humans interacting with an ecosystem?”. Students will explore the relationships within an ecosystem and the interactions between abiotic and biotic factors. They will develop research skills to enable them to evaluate the impact of human interactions on a Thai endangered species.
Assessment Tasks:
Criterion A Using knowledge: End of Unit Test
Criterion B Inquiring and designing: not assessed
Criterion C Processing and Evaluating: not assessed
Criterion D Reflecting on the impact of Science: Threats to Thai Species
In this unit ‘Relationships and Ecosystems’ students will look at the unit question “What are the consequences of humans interacting with an ecosystem?”. Students will explore the relationships within an ecosystem and the interactions between abiotic and biotic factors. They will develop research skills to enable them to evaluate the impact of human interactions on a Thai endangered species.
Assessment Tasks:
Criterion A Using knowledge: End of Unit Test
Criterion B Inquiring and designing: not assessed
Criterion C Processing and Evaluating: not assessed
Criterion D Reflecting on the impact of Science: Threats to Thai Species
MATTER IN MIXTURES
This unit considers the unit question “How do models allow us to understand changes to a system?” We will begin by examining models used by scientists to explain the properties of matter. For example the use of models will be discussed and applied to describe the complicated concept of the particle theory. Particles then provide a recurring theme as we consider the different methods of separating mixtures. These methods will be used to clean dirty water. Students will examine different situations in the world where access to clean water effects society. Several sessions are going to be devoted to the research process and correct referencing from a variety of information sources. This information is then used to put together a collaborative and powerful presentation on specific scenarios.
Assessment Tasks:
Criterion A Using knowledge:
Criterion B Inquiring and designing: Factors affecting solubility
Criterion C Processing and Evaluating: Factors affecting solubility
Criterion D Reflecting on the impact of Science: Access to Clean Water
This unit considers the unit question “How do models allow us to understand changes to a system?” We will begin by examining models used by scientists to explain the properties of matter. For example the use of models will be discussed and applied to describe the complicated concept of the particle theory. Particles then provide a recurring theme as we consider the different methods of separating mixtures. These methods will be used to clean dirty water. Students will examine different situations in the world where access to clean water effects society. Several sessions are going to be devoted to the research process and correct referencing from a variety of information sources. This information is then used to put together a collaborative and powerful presentation on specific scenarios.
Assessment Tasks:
Criterion A Using knowledge:
Criterion B Inquiring and designing: Factors affecting solubility
Criterion C Processing and Evaluating: Factors affecting solubility
Criterion D Reflecting on the impact of Science: Access to Clean Water
STARS AND SOLAR SYSTEMS
With the question ”How does our orientation in time and space evolve as our models change due to new evidence?” we will explore the concepts of systems, form and function as they apply to stars and solar systems. Students will explore the life cycles of stars and how celestial bodies influence factors on earth. To assess their learning, students will investigate the effects of events in space on earth and will write a test based on the concepts and content of the unit.
Assessment Tasks:
Criterion A Using knowledge: End of unit test.
Criterion B Inquiring and designing: Not assessed
Criterion C Processing and Evaluating: Investigation
Criterion D Reflecting on the impact of Science: Celestial factors that affect earth.
With the question ”How does our orientation in time and space evolve as our models change due to new evidence?” we will explore the concepts of systems, form and function as they apply to stars and solar systems. Students will explore the life cycles of stars and how celestial bodies influence factors on earth. To assess their learning, students will investigate the effects of events in space on earth and will write a test based on the concepts and content of the unit.
Assessment Tasks:
Criterion A Using knowledge: End of unit test.
Criterion B Inquiring and designing: Not assessed
Criterion C Processing and Evaluating: Investigation
Criterion D Reflecting on the impact of Science: Celestial factors that affect earth.
APPROACHES TO LEARNING
During the year we will be developing the following Approaches to Learning (ATL) skills:
· Organization—Time management
· Communication—using a range of terminology
· Information Literacy — accessing information; referencing sources of information
· Thinking — Generating ideas, identifying problems and planning
· Transfer—making connections to solve familiar problems
During the year we will be developing the following Approaches to Learning (ATL) skills:
· Organization—Time management
· Communication—using a range of terminology
· Information Literacy — accessing information; referencing sources of information
· Thinking — Generating ideas, identifying problems and planning
· Transfer—making connections to solve familiar problems