The Adelaide International

Bird Sanctuary secondary

science teachers’ resource

Linking the Adelaide International Bird Sanctuary

to the Australian Science Curriculum, Years 7 - 10

Acknowledgements

Acknowledgement of Country – Winaityinaityi Pangkara We would like to acknowledge that Winaityinaityi Pangkara (the Adelaide International Bird Sanctuary) is part of

the traditional lands of the Kaurna people and that we respect their spiritual relationship with their country. We

also acknowledge the Kaurna people are the traditional custodians of the Adelaide region and Winaityinaityi

Pangkara, and that their cultural and heritage beliefs are still as important to the living Kaurna people today.

The author would like to acknowledge the following sources of information and inspiration:

NRM Education

The Australian Curriculum Assessment and Reporting Authority (ACARA) (the extensive team of

curriculum developers)

Thinking Education

The Department of Environment, Water and Natural Resources

The Adelaide International

Bird Sanctuary

The Adelaide International Bird Sanctuary (AIBS) is a piece of land, covering 60 kilometres of coastline to the

north of Adelaide. The park extends along Gulf St Vincent from the Barker Inlet in the south to the township of

Port Parham in the north. It includes the Adelaide International Bird Sanctuary National Park – Winaityinaityi

Pangkara and incorporates land from the cities of Port Adelaide Enfield, Salisbury, Playford and The Adelaide

Plains Council.

The park provides critical habitat for 27, 000 migratory shorebirds that travel from the Arctic Circle to the

southern hemisphere every year, in search of food and warmer weather. The park is part of the southern tip of the

East Asian-Australasian Flyway (EAAF), a migratory route that crosses 22 countries. Migratory shorebirds breed in

the arctic north over summer before flying south, perpetually chasing the warmer climates. Migratory shorebirds

are threatened globally with some species experiencing a decline of up to eight percent per year. The main threat

to shorebird survival is habitat loss.

Table of contents

Introduction 1

Map of the Adelaide International Bird Sanctuary 3

Educational approaches and summary of curriculum content 4

Science understanding 5

Science as a human endeavour 6

Science inquiry skills years 7 & 8 7

Science inquiry skills years 9 & 10 8

Links to the Year 7 Australian Curriculum – science 9

Year 7 science content description and elaborations 12

Links to the year 8 Australian Curriculum – science 14

Year 8 science content description and elaborations 17

Links to the year 9 Australian Curriculum – science 19

Year 9 science content description and elaborations 21

Links to the year 10 Australian Curriculum – science 24

Year 10 science content description and elaborations 27

Table of terms 29

Glossary 30

1

Introduction

The AIBS presents an exciting opportunity for educating students and the wider community.

This educational resource has been developed for years 7 to 10. The inclusion of year 7 in this secondary

education resource serves several purposes:

1. It is more inclusive for a Middle School approach.

2. It suits the needs of schools with an extended age range (R-10 or R-12).

3. It facilitates an overview for educators in higher year levels being able to follow the progression from

earlier years.

4. It encompasses the likelihood of South Australia aligning with other states that include year 7 in

secondary school.

This resource package has been developed in line with the ACARA Australian Curriculum for Science (v8.3). It

should be noted that over time there may be minor adjustments to the Australian Curriculum for Science and that

the latest version, which can be found online, is the version that should be referred to.

It needs to be acknowledged that there are some very good educational resources currently available for this

topic and no doubt more to be developed. The intention of this resource is to complement other resources rather

than replace them. It is hoped that this resource will provide a structured framework on which educators can base

their programs. A list of suggested complementary materials will be provided with this resource.

The broad aims of this educational resource package are to:

Encourage environmental awareness and appreciation in students and throughout the community.

Support teachers to incorporate best practice.

literacy

numeracy

STEM

positive psychology

The author has endeavoured to tailor this resource package to match not only the three interrelated strands of

the Australian Curriculum (Science Understanding, Science as a Human Endeavour and Science Inquiry Skills), but

to encourage current and fundamental best practice pedagogies. Furthermore, a conscientious effort has been

made to legitimately and meaningfully address the underlying backbone of the Australian Curriculum through the

following:

Key ideas

Patterns, order and organisation

Form and function

Stability and change

Scale and measurement

Matter and energy

General capabilities

Literacy

Critical and creative thinking

Information and communication technology (ICT) capability

Numeracy

Intercultural understanding

Personal and social capability

Ethical understanding

2

Cross-curriculum priorities

Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia’s engagement with Asia

Sustainability

It is important to include good news as well as bad news because both concern and hope motivate action.

Students should be presented with some positives as there is a tendency for young people to adopt a very

skewed, negative view of their world which fuels feelings of hopelessness and helplessness, leading to mental

health issues such as stress and depression. It is hoped that a more balanced approach, incorporating positive

psychology, will go part way to reducing the impact of ‘bad news’ young people are exposed to by the media.

Facilitating student engagement with their natural environment through the activities provided is an attempt to

address nature deficit disorder.

By developing a greater insight into the complexity of the local environment and its far reaching connections to

the wider world, it is hoped that students will gain a greater appreciation and respect for the natural world at

their back door, on the edge of a capital city. The area which makes up the AIBS has long been underappreciated

and unfortunately regarded as somewhat of a ‘wasteland’. Through developing a better understanding of this

environment, it is hoped that students can appreciate the biodiversity and ecological value of this area, and share

this positivity with their families and wider community. Improving environmental literacy is a key to achieving

sustainability.

Additional resources

Links and references are provided to some of the additional resources that teachers and students may choose to

access to complement and extend the materials in this education pack. It should be noted that some of these

may be changed or deleted in the future but every effort has been made to ensure the list is current at the time

of writing. Likewise, there may be additional materials made available to teachers and students in the future. This

education pack is presented online as a static resource rather than a dynamic and regularly updated resource. As

such, teachers and students are encouraged to source new materials.

3

Figure 1. The recently gazetted Adelaide International Bird Sanctuary on Adelaide’s northern metropolitan

coastline. Source: Department of Environment, Water and Natural Resources.

4

Educational approaches

Critical and creative thinking

Multiple intelligences

Bloom’s taxonomy

Student centred independent and collaborative learning

Literacy (scientific)

Numeracy

Information Communication Technology rich

STEM

Sustainability

Cultural and environmental awareness

Summary of curriculum content

Year 7

Classification

Food chain / food webs / human activities

Year 8

Cells

Body systems

Year 9

Coordination and control

An ecosystem (biotic and abiotic) flows of energy and matter

Year 10

Genetics

Evolution

5

Science understanding

Year

Biological sciences

7 Classification helps organise the diverse group of organisms (ACSSU111)

Interactions between organisms, including the effects of human activities, can be represented by food chains and food webs (ACSSU112)

8 Cells are the basic units of living things; they have specialised structures and functions (ACSSU149)

Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and

reproduce (ACSSU150)

9 Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to

their environment (ACSSU175)

Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow

through these systems (ACSSU176)

10 Transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)

The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence

(ACSSU185)

6

Science as a human endeavour

Year Nature and development of science Use and influence of science

7-8 Scientific knowledge has changed peoples’ understanding of the world and is

refined as new evidence becomes available (ACSHE134)

Science knowledge can develop through collaboration across the disciplines of

science and the contributions of people from a range of cultures (ACSHE226)

Solutions to contemporary issues that are found using science and technology,

may impact on other areas of society and may involve ethical

considerations (ACSHE135)

People use science understanding and skills in their occupations and these have

influenced the development of practices in areas of human activity (ACSHE136)

9-10 Scientific understanding, including models and theories, is contestable and is

refined over time through a process of review by the scientific

community (ACSHE191)

Advances in scientific understanding often rely on technological advances and are

often linked to scientific discoveries (ACSHE192)

People use scientific knowledge to evaluate whether they accept claims,

explanations or predictions, and advances in science can affect people’s lives,

including generating new career opportunities (ACSHE194)

Values and needs of contemporary society can influence the focus of

scientific research (ACSHE230)

7

Science inquiry skills years 7 & 8

Year Questioning and predicting Planning and conducting Processing and analysing

data and information

Evaluating Communicating

7-8 Identify questions and

problems that can be

investigated scientifically and

make predictions based on

scientific

knowledge (ACSIS139)

Collaboratively and

individually plan and conduct

a range of investigation types,

including fieldwork and

experiments, ensuring safety

and ethical guidelines are

followed (ACSIS140)

Measure and control variables,

select equipment appropriate

to the task and

collect data with

accuracy (ACSIS141)

Construct and use a range of

representations, including

graphs, keys and models to

represent and analyse patterns

or relationships in data

using digital technologies as

appropriate (ACSIS144)

Summarise data, from

students’ own investigations

and secondary sources, and

use scientific understanding to

identify relationships and draw

conclusions based on evidence

(ACSIS145)

Reflect on scientific

investigations including

evaluating the quality of

the data collected, and

identifying

improvements (ACSIS146)

Use scientific knowledge and

findings from investigations

to evaluate claims based

on evidence (ACSIS234)

Communicate ideas, findings

and evidence based solutions

to problems using scientific

language, and representations,

using digital technologies as

appropriate (ACSIS148)

8

Science inquiry skills years 9 & 10

Year Questioning and

predicting

Planning and conducting Processing and analysing

data and information

Evaluating Communicating

9-10 Formulate questions or

hypotheses that can be

investigated

scientifically (ACSIS198)

Plan, select and use

appropriate investigation types,

including field work and

laboratory experimentation, to

collect reliable data; assess risk

and address ethical issues

associated with these

methods (ACSIS199)

Select and use appropriate

equipment, including digital

technologies, to collect and

record data systematically and

accurately (ACSIS200)

Analyse patterns and trends

in data, including describing

relationships between variables

and identifying

inconsistencies (ACSIS203)

Use knowledge of scientific

concepts to draw conclusions

that are consistent

with evidence (ACSIS204)

Evaluate conclusions, including

identifying sources of

uncertainty and possible

alternative explanations, and

describe specific ways to

improve the quality of

the data (ACSIS205)

Critically analyse the validity of

information in primary and

secondary sources, and evaluate

the approaches used to solve

problems (ACSIS206)

Communicate scientific ideas

and information for a particular

purpose, including constructing

evidence-based arguments and

using appropriate scientific

language, conventions and

representations (ACSIS208)

9

Links to the year 7 Australian Curriculum – science

Year 7 level description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In

their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to

the content of the science understanding strand for the relevant year level to ensure that these two strands are

addressed over the two-year period. The three strands of the curriculum are interrelated and their content is

taught in an integrated way. The order and detail in which the content descriptions are organised into teaching

and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

From years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a

range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability

to quantify changes and relative amounts.

In year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of

classification in ordering and organising information. They use and develop models such as food chains, food

webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems, and

explore the impact of changing components within these systems. They consider the interaction between multiple

forces when explaining changes in an object’s motion. They explore the notion of renewable and non-renewable

resources and consider how this classification depends on the timescale considered. They investigate

relationships in the Earth-sun-moon system and use models to predict and explain events. Students make

accurate measurements and control variables to analyse relationships between system components. They explore

and explain these relationships through appropriate representations and consider the role of science in decision

making processes.

Year 7 achievement standard

By the end of year 7, students describe techniques to separate pure substances from mixtures.

They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion.

They explain how the relative positions of Earth, the sun and moon affect phenomena on Earth. They analyse how

the sustainable use of resources depends on the way they are formed and cycle through Earth systems.

They predict the effect of human and environmental changes on interactions between organisms

and classify and organise diverse organisms based on observable differences. Students describe situations where

scientific knowledge from different science disciplines and diverse cultures has been used to solve a real-world

problem. They explain possible implications of the solution for different groups in society.

Students identify questions that can be investigated scientifically. They plan fair experimental methods,

identifying variables to be changed and measured. They select equipment that improves fairness and accuracy

and describe how they considered safety. Students draw on evidence to support their conclusions.

They summarise data from different sources, describe trends and refer to the quality of their data when

suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific

language and appropriate representations.

10

Science understanding

Biological sciences

Classification helps organise the diverse group of organisms (ACSSU111)

Interactions between organisms, including the effects of human activities can be represented by food chains and

food webs (ACSSU112)

Science as a human endeavour

Nature and development of science

Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes

available (ACSHE119)

Science knowledge can develop through collaboration across the disciplines of science and the contributions of

people from a range of cultures (ACSHE223)

Use and influence of science

Solutions to contemporary issues that are found using science and technology, may impact on other areas of

society and may involve ethical considerations (ACSHE120)

People use science understanding and skills in their occupations and these have influenced the development of

practices in areas of human activity (ACSHE121)

Science inquiry skills

Questioning and predicting

Identify questions and problems that can be investigated scientifically and make predictions based on scientific

knowledge (ACSIS124)

Planning and conducting

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and

experiments, ensuring safety and ethical guidelines are followed (ACSIS125)

Measure and control variables, select equipment appropriate to the task and collect data with

accuracy (ACSIS126)

Processing and analysing data and information

Construct and use a range of representations, including graphs, keys and models to represent

and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS129)

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to

identify relationships and draw conclusions based on evidence(ACSIS130)

Evaluating

Reflect on scientific investigations including evaluating the quality of the data collected, and identifying

improvements (ACSIS131)

Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132)

Communicating

Communicate ideas, findings and evidence based solutions to problems using scientific language, and

representations, using digital technologies as appropriate (ACSIS133)

Science inquiry skills

Questioning and predicting

Identify questions and problems that can be investigated scientifically and make predictions based on scientific

knowledge (ACSIS124)

11

Planning and conducting

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and

experiments, ensuring safety and ethical guidelines are followed (ACSIS125)

Measure and control variables, select equipment appropriate to the task and collect data with

accuracy (ACSIS126)

Processing and analysing data and information

Construct and use a range of representations, including graphs, keys and models to represent

and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS129)

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to

identify relationships and draw conclusions based on evidence(ACSIS130)

Evaluating

Reflect on scientific investigations including evaluating the quality of the data collected, and identifying

improvements (ACSIS131)

Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132)

Communicating

Communicate ideas, findings and evidence based solutions to problems using scientific language, and

representations, using digital technologies as appropriate (ACSIS133)

Figure 1. Red-necked stint (Calidris ruficollis) (Photo: Graeme Chapman)

12

Year 7 science content descriptions and elaborations

Science / Year 7 / Science understanding / Biological sciences / ACSSU111

Content description – ACSSU111

Classification helps organise the diverse group of organisms

Elaborations

considering the reasons for classifying such as identification and communication

grouping a variety of organisms on the basis of similarities and differences in particular features

considering how biological classifications have changed over time

classifying using hierarchical systems such as kingdom, phylum, class, order, family, genus, species

using scientific conventions for naming species

using provided keys to identify organisms surveyed in a local habitat

ACSSU111 E2 Grouping based on features

grouping a variety of organisms on the basis of similarities and differences in particular features

ACSSU111 E3 Changes in classification

considering how biological classifications have changed over time

ACSSU111 E4 Hierarchy of classification

classifying using hierarchical systems such as kingdom, phylum, class, order, family, genus, species

Classification and Taxonomy

https://www.youtube.com/watch?v=KPtAuojPQVQ (4:53)

ACSSU111 E5 Scientific name conventions

using scientific conventions for naming species

ACSSU111 E6 Keys

using provided keys to identify organisms surveyed in a local habitat

Hierarchy of classification

(taxonomic levels)

Pneumonic

Your own pneumonic

Kingdom Kings

K

Phylum Play

P

Class Chess

C

Order On

O

Family Fat

F

Genus Gents

G

Species Stomach

S

13

Science / Year 7 / Science understanding / Biological sciences / ACSSU112

Content description - ACSSU112

Interactions between organisms, including the effects of human activities can be represented by food chains and

food webs

Elaborations

using food chains to show feeding relationships in a habitat

constructing and interpreting food webs to show relationships between organisms in an environment

classifying organisms of an environment according to their position in a food chain

recognising the role of microorganisms within food chains and food webs

investigating the effect of human activity on local habitats, such as deforestation, agriculture or the

introduction of new species

exploring how living things can cause changes to their environment and impact other living things, such as

the effect of cane toads

researching specific examples of human activity, such as the use of fire by traditional Aboriginal people and

the effects of palm oil production in Sumatra and Borneo

ACSSU112 E1 Food chains

using food chains to show feeding relationships in a habitat

ACSSU112 E2 Food webs

constructing and interpreting food webs to show relationships between organisms in an environment

ACSSU112 E3 Position in food chain

classifying organisms of an environment according to their position in a food chain

ACSSU112 E4 Microorganisms

recognising the role of microorganisms within food chains and food webs

ACSSU112 E5 Human activity

investigating the effect of human activity on local habitats, such as deforestation, agriculture or the

introduction of new species

ACSSU112 E6 Impact of living things

exploring how living things can cause changes to their environment and impact other living things, such as

the effect of cane toads

ACSSU112 E7 Research human impacts

researching specific examples of human activity, such as the use of fire by traditional Aboriginal people and

the effects of palm oil production in Sumatra and Borneo

14

Links to the year 8 Australian Curriculum - science

Year 8 level description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In

their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to

the content of the science understanding strand for the relevant year level to ensure that these two strands are

addressed over the two-year period. The three strands of the curriculum are interrelated and their content is

taught in an integrated way. The order and detail in which the content descriptions are organised into teaching

and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

From years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a

range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability

to quantify changes and relative amounts.

In Year 8, students are introduced to cells as microscopic structures that explain macroscopic properties of living

systems. They link form and function at a cellular level and explore the organisation of body systems in terms of

flows of matter between interdependent organs. Similarly, they explore changes in matter at a particle level, and

distinguish between chemical and physical change. They begin to classify different forms of energy, and describe

the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle.

Students use experimentation to isolate relationships between components in systems and explain these

relationships through increasingly complex representations. They make predictions and propose explanations,

drawing on evidence to support their views while considering other points of view.

Year 8 achievement standard

By the end of year 8, students compare physical and chemical changes and use the particle model

to explain and predict the properties and behaviours of substances. They identify different forms of energy

and describe how energy transfers and transformations cause change in simple systems. They compare processes

of rock formation, including the timescales involved. They analyse the relationship between structure and function

at cell, organ and body system levels. Students examine the different science knowledge used in occupations.

They explain how evidence has led to an improved understanding of a scientific idea and describe situations in

which scientists collaborated to generate solutions to contemporary problems. They reflect on implications of

these solutions for different groups in society.

Students identify and construct questions and problems that they can investigate scientifically. They consider

safety and ethics when planning investigations, including designing field or experimental methods.

They identify variables to be changed, measured and controlled. Students construct representations of their data

to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how

modifications to methods could improve the quality of their data and apply their own scientific knowledge and

investigation findings to evaluate claims made by others. They use appropriate language and representations to

communicate science ideas, methods and findings in a range of text types.

15

Science understanding

Biological sciences

Cells are the basic units of living things; they have specialised structures and functions (ACSSU149)

Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive

and reproduce (ACSSU150)

Physical sciences

Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy

transformations and transfers cause change within systems (ACSSU155)

Science as a human endeavour

Nature and development of science

Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes

available (ACSHE134)

Science knowledge can develop through collaboration across the disciplines of science and the contributions of

people from a range of cultures (ACSHE226)

Use and influence of science

Solutions to contemporary issues that are found using science and technology, may impact on other areas of

society and may involve ethical considerations (ACSHE135)

People use science understanding and skills in their occupations and these have influenced the development of

practices in areas of human activity (ACSHE136)

Science inquiry skills

Questioning and predicting

Identify questions and problems that can be investigated scientifically and make predictions based on scientific

knowledge (ACSIS139)

Planning and conducting

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and

experiments, ensuring safety and ethical guidelines are followed (ACSIS140)

Measure and control variables, select equipment appropriate to the task and collect data with

accuracy (ACSIS141)

Processing and analysing data and information

Construct and use a range of representations, including graphs, keys and models to represent

and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS144)

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to

identify relationships and draw conclusions based on evidence (ACSIS145)

Evaluating

16

Reflect on scientific investigations including evaluating the quality of the data collected, and identifying

improvements (ACSIS146)

Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS234)

Communicating

Communicate ideas, findings and evidence based solutions to problems using scientific language, and

representations, using digital technologies as appropriate (ACSIS148)

17

Year 8 science content descriptions and elaborations

Science / Year 8 / Science understanding / Biological sciences / ACSSU149

Content description – ACSSU149

Cells are the basic units of living things; they have specialised structures and functions

Elaborations

examining a variety of cells using a light microscope, by digital technology or by viewing a simulation

distinguishing plant cells from animal or fungal cells

identifying structures within cells and describing their function

recognising that some organisms consist of a single cell

recognising that cells reproduce via cell division

describing mitosis as cell division for growth and repair

ACSSU149 E1 Cells under the microscope

examining a variety of cells using a light microscope, by digital technology or by viewing a simulation

ACSSU149 E2 Cells structures and functions

identifying structures within cells and describing their function

ACSSU149 E2 Distinguishing cell types

distinguishing plant cells from animal or fungal cells

ACSSU149 E4 Unicellular organisms

recognising that some organisms consist of a single cell

ACSSU149 E5 Cell division

recognising that cells reproduce via cell division

ACSSU149 E6 Mitosis

describing mitosis as cell division for growth and repair

18

Science / Year 8 / Science Understanding / Biological sciences / ACSSU150

Content description – ACSSU150

Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive

and reproduce

Elaborations

identifying the organs and overall function of a system of a multicellular organism in supporting the life

processes

describing the structure of each organ in a system and relating its function to the overall function of the

system

examining the specialised cells and tissues involved in structure and function of particular organs

comparing similar systems in different organisms such as digestive systems in herbivores and carnivores,

respiratory systems in fish and mammals

distinguishing between asexual and sexual reproduction

comparing reproductive systems of organisms

ACSSU150 E1 Identifying systems, organs and functions

identifying the organs and overall function of a system of a multicellular organism in supporting the life

processes

ACSSU150 E3 Specialised cells and tissues

examining the specialised cells and tissues involved in structure and function of particular organs

ACSSU150 E4 Comparing systems

comparing similar systems in different organisms such as digestive systems in herbivores and carnivores,

respiratory systems in fish and mammals

ACSSU150 E5 Asexual and sexual reproduction

distinguishing between asexual and sexual reproduction

ACSSU150 E6 Comparing reproductive systems

comparing reproductive systems of organisms

19

Links to the year 9 Australian Curriculum – science

Year 9 level description

The science inquiry skills and science as a human endeavour strands are described across a two-year

band. In their planning, schools and teachers refer to the expectations outlined in the achievement

standard and also to the content of the science understanding strand for the relevant year level to

ensure that these two strands are addressed over the two-year period. The three strands of the

curriculum are interrelated and their content is taught in an integrated way. The order and detail in

which the content descriptions are organised into teaching and learning programs are decisions to be

made by the teacher.

Incorporating the key ideas of science

From years 7 to 10, students develop their understanding of microscopic and atomic structures, how

systems at a range of scales are shaped by flows of energy and matter and interactions due to forces,

and develop the ability to quantify changes and relative amounts.

In Year 9, students consider the operation of systems at a range of scales. They explore ways in which

the human body as a system responds to its external environment and the interdependencies

between biotic and abiotic components of ecosystems. They are introduced to the notion of the atom

as a system of protons, electrons and neutrons, and how this system can change through nuclear

decay. They learn that matter can be rearranged through chemical change and that these changes

play an important role in many systems. They are introduced to the concept of the conservation of

matter and begin to develop a more sophisticated view of energy transfer. They begin to apply their

understanding of energy and forces to global systems such as continental movement.

Year 9 achievement standard

By the end of year 9, students explain chemical processes and natural radioactivity in terms of atoms

and energy transfers and describe examples of important chemical reactions. They describe models of

energy transfer and apply these to explain phenomena. They explain global features and events in

terms of geological processes and timescales. They analyse how biological systems function

and respond to external changes with reference to interdependencies, energy transfers and flows of

matter. They describe social and technological factors that have influenced scientific developments

and predict how future applications of science and technology may affect people’s lives.

Students design questions that can be investigated using a range of inquiry skills.

They design methods that include the control and accurate measurement of variables and systematic

collection of data and describe how they considered ethics and safety. They analyse trends in

data, identify relationships between variables and reveal inconsistencies in results. They analyse their

methods and the quality of their data, and explain specific actions to improve the quality of their

evidence. They evaluate others’ methods and explanations from a scientific perspective and use

appropriate language and representations when communicating their findings and ideas to specific

audiences.

20

Science understanding

Biological sciences

Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to

their environment (ACSSU175)

Ecosystems consist of communities of interdependent organisms and abiotic components of

the environment; matter and energy flow through these systems (ACSSU176)

Science as a human endeavour

Nature and development of science

Scientific understanding, including models and theories, is contestable and is refined over time through a process

of review by the scientific community (ACSHE157)

Advances in scientific understanding often rely on developments in technology and technological advances are

often linked to scientific discoveries (ACSHE158)

Use and influence of science

People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and

advances in science can affect people’s lives, including generating new career opportunities (ACSHE160)

Values and needs of contemporary society can influence the focus of scientific research (ACSHE228)

Science inquiry skills

Questioning and predicting

Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)

Planning and conducting

Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to

collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)

Select and use appropriate equipment, including digital technologies, to collect and record data systematically

and accurately (ACSIS166)

Processing and analysing data and information

Analyse patterns and trends in data, including describing relationships between variables and identifying

inconsistencies (ACSIS169)

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)

Evaluating

Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and

describe specific ways to improve the quality of the data (ACSIS171)

Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used

to solve problems (ACSIS172)

21

Communicating

Communicate scientific ideas and information for a particular purpose, including constructing evidence-based

arguments and using appropriate scientific language, conventions and representations (ACSIS174)

22

Year 9 science content description and elaborations

Science / Year 9 / Science understanding / Biological sciences / ACSSU175

Content description – ACSSU175

Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their

environment

Elaborations

describing how the requirements for life (for example oxygen, nutrients, water and removal of waste) are

provided through the coordinated function of body systems such as the respiratory, circulatory, digestive,

nervous and excretory systems

explaining how body systems work together to maintain a functioning body using models, flow diagrams or

simulations

identifying responses using nervous and endocrine systems

investigating the response of the body to changes as a result of the presence of micro-organisms

investigating the effects on humans of exposure to electromagnetic radiations such as X-rays and

microwaves

ACSSU150 E1 Requirements for life through systems

describing how the requirements for life (for example oxygen, nutrients, water and removal of waste) are

provided through the coordinated function of body systems such as the respiratory, circulatory, digestive,

nervous and excretory systems

ACSSU175 E2 Body systems working together

explaining how body systems work together to maintain a functioning body using models, flow diagrams or

simulations

ACSSU175 E3 Nervous and endocrine systems

identifying responses using nervous and endocrine systems

ACSSU175 E4 Body changes due to microorganisms

investigating the response of the body to changes as a result of the presence of micro-organisms

ACSSU175 E5 Effects of radiation

investigating the effects on humans of exposure to electromagnetic radiations such as X-rays and

microwaves

23

Science / Year 9 / Science understanding / Biological sciences / ACSSU176

Content description – ACSSU176

Ecosystems consist of communities of interdependent organisms and abiotic components of the environment;

matter and energy flow through these systems.

Elaborations

exploring interactions between organisms such as predator/prey, parasites, competitors, pollinators and

disease

examining factors that affect population sizes such as seasonal changes, destruction of habitats, introduced

species

considering how energy flows into and out of an ecosystem via the pathways of food webs, and how it must

be replaced to maintain the sustainability of the system

investigating how ecosystems change as a result of events such as bushfires, drought and flooding

ACSSU176 E1 Interactions between organisms

exploring interactions between organisms such as predator/prey, parasites, competitors, pollinators and

disease

ACSSU176 E2 Population size

examining factors that affect population sizes such as seasonal changes, destruction of habitats, introduced

species

ACSSU176 E4 Ecosystem change

investigating how ecosystems change as a result of events such as bushfires, drought and flooding

ACSSU176 E3 Energy flows through ecosystems

considering how energy flows into and out of an ecosystem via the pathways of food webs, and how it must

be replaced to maintain the sustainability of the system

Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to

their environment (ACSSU175)

Triggers for migration

Photoperiodism

Hormonal changes

Reproductive behaviour

Breeding Plumage

Fat Storage

Foraging behaviour

Predator detection

Flocking behaviour

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Links to the year 10 Australian Curriculum – science

Year 10 level description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In

their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to

the content of the science understanding strand for the relevant year level to ensure that these two strands are

addressed over the two-year period. The three strands of the curriculum are interrelated and their content is

taught in an integrated way. The order and detail in which the content descriptions are organised into teaching

and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

In the year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic

properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence for

different theories, such as the theories of natural selection and the Big Bang.

Students develop their understanding of atomic theory to understand relationships within the periodic table.

They understand that motion and forces are related by applying physical laws. They learn about the relationships

between aspects of the living, physical and chemical world that are applied to systems on a local and global scale

and this enables them to predict how changes will affect equilibrium within these systems.

Year 10 achievement standard

By the end of year 10, students analyse how the periodic table organises elements and use it to make predictions

about the properties of elements. They explain how chemical reactions are used to produce particular products

and how different factors influence the rate of reactions. They explain the concept of energy conservation

and represent energy transfer and transformation within systems. They apply relationships between force, mass

and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and

cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the

origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and

evolution. Students analyse how the models and theories they use have developed over time and discuss the

factors that prompted their review.

Students develop questions and hypotheses and independently design and improve appropriate methods of

investigation, including field work and laboratory experimentation. They explain how they have considered

reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used

to enhance the quality of data. When analysing data, selecting evidence and developing and justifying

conclusions, they identify alternative explanations for findings and explain any sources of uncertainty.

Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held

scientific views, the quality of the methodology and the evidence cited. They construct evidence-based

arguments and select appropriate representations and text types to communicate science ideas for specific

purposes.

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Science understanding

Biological sciences

Transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)

The theory of evolution by natural selection explains the diversity of living things and is supported by a range of

scientific evidence (ACSSU185)

Earth and space sciences

Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere

and atmosphere (ACSSU189)

Science as a human endeavour

Nature and development of science

Scientific understanding, including models and theories, is contestable and is refined over time through a process

of review by the scientific community (ACSHE191)

Advances in scientific understanding often rely on technological advances and are often linked to scientific

discoveries (ACSHE192)

Use and influence of science

People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and

advances in science can affect people’s lives, including generating new career opportunities (ACSHE194)

Values and needs of contemporary society can influence the focus of scientific research (ACSHE230)

Science inquiry skills

Questioning and predicting

Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)

Planning and conducting

Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to

collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)

Select and use appropriate equipment, including digital technologies, to collect and record data systematically

and accurately (ACSIS200)

Processing and analysing data and information

Analyse patterns and trends in data, including describing relationships between variables and identifying

inconsistencies (ACSIS203)

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)

Evaluating

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Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and

describe specific ways to improve the quality of the data (ACSIS205)

Critically analyse the validity of information in primary and secondary sources, and evaluate the approaches used

to solve problems (ACSIS206)

Communicating

Communicate scientific ideas and information for a particular purpose, including constructing evidence-based

arguments and using appropriate scientific language, conventions and representations (ACSIS208)

27

Year 10 science content descriptions and elaborations

Science / Year 10 / Science understanding / Biological sciences / ACSSU184

Content description – ACSSU184

Transmission of heritable characteristics from one generation to the next involves DNA and genes

Elaborations

describing the role of DNA as the blueprint for controlling the characteristics of organisms

using models and diagrams to represent the relationship between DNA, genes and chromosomes

recognising that genetic information passed on to offspring is from both parents by meiosis and fertilisation

representing patterns of inheritance of a simple dominant/recessive characteristic through generations of a

family

predicting simple ratios of offspring genotypes and phenotypes in crosses involving dominant/recessive

gene pairs or in genes that are sex-linked

describing mutations as changes in DNA or chromosomes and outlining the factors that contribute to

causing mutations

ACSSU184 E1 DNA the blueprint of life

describing the role of DNA as the blueprint for controlling the characteristics of organisms

ACSSU184 E2 DNA, genes and chromosomes

using models and diagrams to represent the relationship between DNA, genes and chromosomes

ACSSU184 E3 Meiosis and fertilisation

recognising that genetic information passed on to offspring is from both parents by meiosis and fertilisation

ACSSU184 E4 Dominant and recessive characteristics

representing patterns of inheritance of a simple dominant/recessive characteristic through generations of a

family

ACSSU184 E5 Genotypes and phenotypes in crosses

predicting simple ratios of offspring genotypes and phenotypes in crosses involving dominant/recessive

gene pairs or in genes that are sex-linked

ACSSU184 E6 Mutations

describing mutations as changes in DNA or chromosomes and outlining the factors that contribute to

causing mutations

28

Science / Year 10 / Science understanding / Biological sciences / ACSSU185

Content description – ACSSU185

The theory of evolution by natural selection explains the diversity of living things and is supported by a range of

scientific evidence

Elaborations

outlining processes involved in natural selection including variation, isolation and selection

describing biodiversity as a function of evolution

investigating changes caused by natural selection in a particular population as a result of a specified

selection pressure such as artificial selection in breeding for desired characteristics

relating genetic characteristics to survival and reproductive rates

evaluating and interpreting evidence for evolution, including the fossil record, chemical and anatomical

similarities, and geographical distribution of species

ACSSU185 E1 Natural selection

outlining processes involved in natural selection including variation, isolation and selection

ACSSU185 E2 Biodiversity and evolution

describing biodiversity as a function of evolution

ACSSU185 E3 Selection

investigating changes caused by natural selection in a particular population as a result of a specified

selection pressure such as artificial selection in breeding for desired characteristics

ACSSU185 E4 Survival and reproduction

relating genetic characteristics to survival and reproductive rates

ACSSU185 E5 Evidence for evolution

evaluating and interpreting evidence for evolution, including the fossil record, chemical and anatomical

similarities, and geographical distribution of species

29

Table of terms

Year 7 Year 8 Year 9 Year 10

Analyse Analyse Analyse Analyse

Explain Explain Explain Explain

Represent Represent Represent Represent

Apply Apply Apply Apply

Describe Describe Describe Describe

Predict Predict Predict Predict

Evaluate Evaluate Evaluate Evaluate

Discuss Discuss Discuss Discuss

Develop Develop Develop Develop

Design Design Design Design

Identify Identify Identify Identify

Construct Construct Construct Construct

Select Select Select Select

Respond (9) Respond (9) Respond (9) Respond (9)

Examine (8) Examine (8) Examine (8) Examine (8)

Investigate (8) Investigate (8) Investigate (8) Investigate (8)

Compare (8) Compare (8) Compare (8) Compare (8)

Classify (7) Classify (7) Classify (7) Classify (7)

Organise (7) Organise (7) Organise (7) Organise (7)

Summarise (7) Summarise (7) Summarise (7) Summarise (7)

Select (7) Select (7) Select (7) Select (7)

Draw (7) Draw (7) Draw (7) Draw (7)

Solve (7) Solve (7) Solve (7) Solve (7)

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Glossary meaning

Term Glossary meaning

Analyse

Consider in detail for the purpose of finding meaning or relationships, and identifying patterns,

similarities and differences

Apply Use, utilise or employ in a particular situation

Classify Arrange into named categories in order to sort, group or identify

Compare Estimate, measure or note how things are similar or dissimilar

Construct Build or make

Describe

Give an account of characteristics or features

Design Plan and evaluate the construction of a product or process

Develop To elaborate or expand in detail

Discuss Talk or write about a topic, taking in to account different issues or ideas

Draw To compose or create

Evaluate Examine and judge the merit or significance of something ; [In mathematics: calculate the value

of a function at a particular value of its independent variables]

Examine Determine the nature or condition of

Explain

Provide additional information that demonstrates understanding of reasoning and/or application

Identify Establish or indicate who or what someone or something is

Investigate Plan, collect and interpret data/information and draw conclusions about

Organise To form as or into a whole consisting of a sequence or interdependent parts

Predict Suggest what might happen in the future or as a consequence of something

Represent Use words, images, symbols or signs to convey meaning

Respond To react to a person or text

Select To choose in preference to another or others

Solve To work out a correction solution to a problem

Summarise Give a brief statement of the main points