Science Unit Oultine

What goes around comes around 4 weeks

Unit Tile: Duration (weeks):
(Earth and Space) 7SI = 9 lesson per 2 weeks.
(3 x 60 minutes lessons / week) 7SG = 9 lessons per 2 weeks.
Stage 4 Year 7
Stage: Year:

Key Concepts / Big Ideas

Scientific knowledge influences the choices people make in regard to the use and management of the Earth's resources.
(Essentail Question)
Week 1 to week 4, Term 4
Unit Context:
Week 1: introduce natural resources + sustainability
(Scope and Sequence Week 2: renewable & non-renewable resources. fossil fuels: stages of formation (coal, oil, natural gas )
Information) Week 3: uses of natural resources: biosphere, atmosphere, lithosphere, hydrosphere.
Week 4: recycling/ conservation

Mixed ability year 7 class in mainstream school.

Differentiation for student with hearing aids.

This unit of work is created for a stage 4, year 7 mixed ability Science class. The unit of work is important in learning about Earth’s
Rationale:
resources introducing the concept of sustainability and conservation of resources. Students describe renewable and non-
(The importance of this renewable resources, classify and investigate different ways we conserve and manage resources.
learning)

Literacy Focus Numeracy Focus ICT Focus Differentiation

Scaffolds provided in all worksheets to
Vocabulary list Organise a flip book, in order of Kahoot assist with completion. Whole class works
number. on answering worksheet after given
Reading out loud Smartboards individual time to complete the worksheets.
Document information into their Laptops
learning journals. Repetition of concepts.
videos
Reflect on class discussions into their Crtitical thinking questions ar provided to
Research
learning journals. engage high and low ability students.
 Summarise information collected from Subtitles provided in youtube videos for
secondary resources. student with hearing aids.

Cross Curriculum Priorities

 Aboriginal and Torres Strait Islander histories and cultures  Sustainability

General Capabilities
 Intercultural
 Critical and creative  Ethical • Information and • Literacy • Numeracy • Personal and social
thinking understanding communication technology understanding
capability
capability

Outcomes
A student:

 SC4-12ES: describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system

 SC4-13ES: explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about
resource use and management

Related Life Skills outcomes: SCLS-13ES, SCLS-14ES, SCLS-15ES, SCLS-16ES

Skills
Strand Outcomes Content

Questioning and predicting SC5-4WS  WS4(a-b) Students question and predict

develops questions or hypotheses to be investigated

scientifically
 Strand Outcomes Content

Planning investigations SC5-5WS WS5.1 (a-d)Students identify data to be collected for an investigation.

produces a plan to investigate identified questions, hypotheses WS5.2(a-e) Students plan first-hand investigations
or problems, individually and collaboratively
WS5.3 (a-d) Students choose equipment or resources for an investigation

Conducting investigations SC5-6WS WS6 (a-f)Students conduct investigations

undertakes first-hand investigations to collect valid and reliable

data and information, individually and collaboratively

Processing and analysing data and information SC5-7WS WS7.1 (a-f) Students process data and information

processes, analyses and evaluates data from first-hand WS7.2 (a-e)Students analyse data and information
investigations and secondary sources to develop evidence-
based arguments and conclusions

Problem solving SC5-8WS WS8 (d-g)Students solve problems

applies scientific understanding and critical thinking skills to

suggest possible solutions to identified problems

Communicating SC5-9WS WS9 (c-d) Students communicate

presents science ideas and evidence for a particular purpose

and to a specific audience, using appropriate scientific
language, conventions and representations

Content
 ES3 Scientific knowledge influences the choices people make in regard to the use and management of the Earth's resources.

 Students:

 a. classify a range of the Earth's resources as renewable or non-renewable (ACSSU116)

 b. outline features of some non-renewable resources, including metal ores and fossil fuels
 Content
 c. describe uses of a variety of natural and made resources extracted from the biosphere, atmosphere, lithosphere and hydrosphere

 d. investigate some strategies used by people to conserve and manage non-renewable resources, eg recycling and the alternative use of
natural and made resources

Knowledge & Teaching and Learning Strategies Assessment For Resources

Understanding Content Learning
 Students: Class activity
Sudents watch a video on sustainability
 (cross curriculum Teacher asks questions Video
https://www.youtube.com/watch?v=gTamnlXbgqc&t=26s
and assess students https://www.youtube.com/
priority:sustainability) students reflect on the following: answers. watch?v=gTamnlXbgqc&t
-what is sustainability =26s
 Books are checked and
-conserve earth’s resourcs for generations to come.
signed. Powerpoint resource.
-earths resources are limited.
 Worksheet on
Think – Pair – Share
sustainability.
 Question:how do we keep Earth happy based on the video we watched
on sustainability?
 Students answer the following question into their books, then share
with the neighbours their answer and then entire class discussion.

Worksheet on conserving energy resources: create an open flap
 Teacher demonstrates step by step process on how to create the flaps
and paste the mini squares under the appropriate flap. Scissors
 What makes earth happy and what makes the Earth sad, flap with
Sign books checking for
Glue
square cut-outs.
completion of task Worksheet: what makes
correctly. the earth happy/ sad
 Students relate to the examples from their everyday lives, recycling
having short or long showers, turning off taps or leaking taps etc..

Activity
 Class works on a resource sheet: food sustainability
Check answers as a Worksheet:sustainable
How Aboriginal people produced food in a sustainable ways versus
whole class. food
 modern Australian food production.
Student read to class and work on answering questions individually Assess reading
 then as a whole class.


Individual work: Title page
 a. classify a range of the Students work on creating a title page: What goes around comes around.
Earth's resources as
renewable or non- Teacher introduces new topic via open-ended questioning:
How can we achieve sustainability?
renewable
Answer:By looking after Earths resources, or examples of Earth’s resources
What are Earth’s resources ? provide examples .. Powerpoint : Earth’s
Teacher-directed resources.
Provide powerpoint including a list of Earth’s resources. Students copy them
into their books.
Earth’s resources are divided into 2 categories : renewable and non-
renewable.

T-chart
Students describe what is a renewable and a non-renwable resource, write the Check worksheet
definition down in their books.
Provide pictures for students to sort into the following worksheet.
 Book checked and
signed.

video

books

Video
https://www.youtube.com/watch?v=wMOpMka6PJI
video on renewable and non-renewable resources : solar energy, fossil fuels, Answers to
wood, wind power. comprehension sheet.
Students write one paragraph reflecting on what they have watched answering worksheet: earth’s
the following questions: resources
What are natural resources, name the 2 main energy resources, provide
examples. What are fossil fuels? Why are they considered non-renewable ? worksheet: renewable and
non-renewable resources.
Worksheet : Earths resources, comprehension task which includes reading as
a whole class then indvidiually answering the questions, answered checked by
students sharring their answers.
Worksheet: renewable and non-renewable resources, students classify
examples of natural resources into 2 categories.
Check answers
Students create a flow diagram on natural resources in their books. Provide 7
examples of natural resources we use and why we need it.
 b. outline features of Tests knowledge and understanding of prior content
some non-renewable Teacher formatively assess students by open-ended questions on:
Listening to answers
What are natural resources
resources, including
Natural resources are divided into 2 categories, name them?
metal ores and fossil Classify a renewable resource
fuels Classify a non-renwable

Teacher-directed
Teacher introduces fossil fuels.
Formation and process of fossil fuels, why it is a non-renewable Powerpoint
resource.
Powerpoint presentation includes the process of how fossil fuels are Observational formal Video
formed and what the process involves ( heat, time, pressure) assessment: students
Video engaged and on task.
https://www.youtube.com/watch?v=zaXBVYr9Ij0

flip book activity Flip book worksheet.

students work on creating their own flip book, which includes the
process of the formation of coal overtime. As students flip through the
book they become aware of the time needed to generate coal, outlining
its features as a non-renewable resource. Check flip books done in
correct order and staple
them.
Class discussion
 What happens If we use more coal than is available to us? Will we run
out?

Individual work: fossil fuels ( coal, oil and natural gas) worksheet: fossil fuels
Students read out loud to the class from a worksheet.
Teacher instructs students what to highlight during reading
Factsheet on fossil fuel
power station.
Worksheet: energy resources : solar energy, hydroelectricity, tidal
Exam paper 1 and 2.
Exams : paper 1: 30min ( provide video on hydroelectricity) Mark exams
Exams: paper 2: 40min

Research investigating metal ores Laptops

Students work individually to investigate what are metal ores, formation
and classification. students are provided with a worksheet to assist with
Research Worksheet:
their research on metal ores. metal ores
Worksheet : metal ores in
Class activity Australia
Students work on metal ores worksheet individually, then share
answers as a whole class.

Investigating minerals: class practical

Students are grouped into groups of 3. Each group attends to a station Mineral boxes
set up with a mineral box ( 8 minerals per box) + 2 magnifyng lenses.
An identification key worksheet is provided for students to familiarise Students complete their Magnifying lenses
themselves with the properties of a chosen mineral. 3 specimens + diagram.
Worksheet: mineral
Students choose 3 minerals and write their properties down using the
identification key.
identification key.
Studets draw a diagram of a chosen mineral

 c. describe uses of a Teacher- directed

variety of natural and -describe how a power station works. Students draw a diagram of a
power station inclusive of 2 sentences describing the process. Describe how a power Factsheet: fossil fuel
made resources Students receive a print out diagram of the process to paste into their
station works. power station
extracted from the books under their hand-drawn diagram.
biosphere, atmosphere,
lithosphere and Students share their information by writing their answers on the
whiteboard. Worksheet: fill in the
hydrosphere blanks on burning fossil
fuels for electricity.
d. Investigate some
strategies used by people
to conserve and manage
non-renewable
resources, eg recycling
and the alternative use of Factsheet
natural and made
resources

-Environmental issues associated with burning fossil fuels.

What impacts do humans have on the environment Worksheet: impacts
What is an alternative, a process that doesn’t release CO2 into our human have on the
atmosphere. environment.
Case study :Ethanol
Case study: capturing carbon dioxide
Worksheet: case studies

Revision booklet
Students work on a booklet which assess their content knowledge of
Revision booklet.
what has been taught.
Teacher-directed

Powerpoint

Define the terms: lithosphere, hydrosphere, atmosphere and biosphere

ask questions what natural resources are found in each sphere.

Describe some of the uses of resources extracted from biosphere

(biofuels), atmosphere ( wind power), lithosphere ( fossil fuels, metal
ores) and hydrosphere ( food resources, hydroelectricity ).