VELS SfL7

Science for Life 7
VELS chapter grids

Year level: 7 Unit/Chapter Name: Welcome to Science Length of Unit: 3 weeks
Learning Domain, Dimension and

Standard Teaching:
Learning Activities/
Strand Unit Concepts/Key Resources
Assessment
Domain Dimension and Questions
Learning Standard
At the completion of this unit Science Glossary
www.science4life.com.au
Discipline-based Science Science knowledge and Website

Learning understanding students should have an Students start their own glossary at
understanding of: <www.science4life.
back of workbook (show example
Students investigate com.au>
Science in your world of glossary p. 258, Science for Life
science related issues Textbook
7)
and describe the What is science about?
relevance of science to Activity Chapter 1,Science
Why study science? for Life 7
them and the Headline news
community. What are the different branches
of science (including the (Chapter 1, p.1 Science for Life 7) Emerging sciences
Science at work emerging sciences)? Research Task <http://vels.vcaa.vic
Students demonstrate Science is observing and using .edu.au/essential/dis
safe, technical uses of a Famous Scientist
equipment (1.1) cipline/science/glos
range of instruments and (Worksheet by Heidi Ruhnau) sary.html#emerging
chemicals. What is a Scientist?
Practical Activities >
They make systematic How good are your (student)
observational skills? Candle burning bright
observations and Famous Scientist
interpret recorded data What are the names of some Tea bag burner
Resume Research
appropriately, according common science In an egg spin task (Appendix)
to the aims of the study. apparatus/equipment? Stuck tight
Make systematic What are the appropriate uses Which piece of equipment is it? Women in Science
observations. for some common science
Test your memory. <http://crux.astr.ua.
Students justify their equipment? edu/4000WS/discipl
choice of instruments, How to scientifically draw (Chapter 1, pp. 26 Science for
ine.shtml>
the accuracy of their Life 7)
science equipment.
measurements and the
Copyright Macmillan Education 2006

Written by Heidi Ruhnau
Science for Life 7
conclusions drawn Science is working safely (1.2) Poster Australian
against the prediction or Scientists
hypothesis investigated. What are some safety issues in Safety rules poster Academy of
They use appropriate the Laboratory? (Worksheet by Heidi Ruhnau) Science
diagrams and symbols Safety rules. Safety rules <www.science.org.a
when reporting on their Why do we need them? (Chapter 1, p. 7 Science for Life 7) u/aashome.htm>
investigations. What happens if there is an First aid and MSDS
Students identify, accident? (Chapter 1, p. 8 Science for Life 7)
Inventions of the
analyse and ask their 20th Century
Locate first aid/safety
own questions in Activities <http://library.think
equipment in own laboratory.
relation to scientific Whats unsafe in this laboratory? quest.org/16541/eng
ideas or issues of What are hazardous materials /learn/library/library
and some examples? Hazardous symbols
interest. _index.htm>
Identifying Hazardous symbols. Safety equipment
(Chapter 1, pp. 910 Science for Double Helix
Science is carrying out
Life 7)
experiments (1.3) <www.csiro.au/heli
What is an experiment? Activity x>
Why do you have to write up a How to write up a practical
practical report? report (scientific experiment) Science Safety
How do you write up a science (Student fill-in the gap worksheet) poster (Appendix)
experiment what needs to be Student Practical Report template
included? (Practical Report). MSDS
Practical Investigation <http://www.eduwe
What are the risks when doing
and experiment? Safe clothes in science b.vic.gov.au/HRWe
(Chapter 1, p. 12 Science for Life b/ohs/accp/hazsubs.
The Bunsen burner (1.4) 7) htm>
What is the Bunsen burner? Activity
Why is it called a Bunsen How to write up a
Scientists at work Robert practical report
burner?
Wilhelm Bunsen (scientific
How do you use a Bunsen experiment)
(Chapter 1, p. 14 Science for Life
burner? 7) (Appendix)
Why do we use a Bunsen burner
and for what sort of Practical Investigation
Student Practical
experiments? Using the Bunsen burner Report template
(Chapter 1, p. 15 Science for Life (Appendix)

Science for Life 7
Chemical use and disposal (1.5) 7) Hazards, disasters
and your
What are chemicals? community
What does toxic mean? Activity <http://www.ema.go
How can you safely dispose of Chemical disposal at home v.au/agd/EMA/rwpa
them? ttach.nsf/viewasatta
(Chapter 1, p. 16 Science for Life
chmentpersonal/
Why is it important to follow 7)
(30A3EE7646E852
the correct disposal procedure? BEBD7F907D5B33
Practical Investigations
What may happen if people are CE5A)~3877+WE
careless with chemical disposal? Handling chemicals
MA+hazards.pdf/
What is our responsibility to the Heating liquids $file/3877+WEMA
community and environment? Chemical safety +hazards.pdf>
Key ideas and Checkpoint (Chapter 1, pp. 1719 Science for Over to you
questions Life 7)
(Chapter 1 Year 7)
<www.science4life.
End of chapter summary and test com.au/index.cgi?
questions. sID=5&intArticleID
(Chapter 1, p. 2021 Science for =73&det=1>
Life 7)
Question test bank
<www.science4life.
Over to youWorksheets
com.au/index.cgi?
(Chapter 1, Year 7, Macmillan sID=5&intArticleID
website) =47&det=1>
History Historical reasoning and

interpretation
Use secondary sources.
Document resources
Evaluate historical
sources for meaning.
(Headline newsChapter 1,
p.1 Science for Life 7,
AND Famous scientist
project).

Science for Life 7
Physical, Personal Interpersonal Building social
and Social Development relationships
Learning Students learn about and
practise the social
conventions, which
underpin relationships
and learn how to act in
socially responsible
ways. Strategies for
understanding,
managing and resolving
conflict are also an
important focus
Practical activities,
particularly in
organising own working
groups.
Working in teams
Accept responsibility as
team member.
Support other team
members to share
information.
Explore ideas of others.
Work cooperatively to
achieve a shared purpose
within realistic time
frame.

Science for Life 7
Interdisciplinary Communication Presenting
Learning Communicate
conventions, forms &
language appropriate to
subject.
Meet needs of context,
purpose & audience.
Thinking Reasoning, processing

and inquiry
Students use a range of
question types, and

locate and select relevant
information from varied
sources when
undertaking
investigations.
Use a range of
discipline-based
methodologies.
Complete activities
focusing on problem
solving and decision
making which involve
an increasing number of
variables and solutions.

Science for Life 7
Year level: 7 Unit/ Chapter Name: Kitchen chemistry Length of Unit: 23 weeks

Standard Teaching:
Assessment
Dimension and Questions
Domain
Learning Standard
Discipline-based Science Science knowledge and At the completion of this unit Activity Website
Learning understanding students should have an
Kitchen chemistry <www.science4life.
understanding of:
Students explain (Chapter 2, p.22 Science for Life 7) com.au/>
structure and properties Science in your world
Practical Investigation Textbook
of matter, and chemical Cooking in the kitchen is
reactions. Physical changes Chapter 2, Science
performing a science
for Life 7
Science at work experiment. (Chapter 2, p.24 Science for Life 7)
What are some examples of
Students demonstrate Practical Investigation CSIRO
science in the kitchen?
safe, technical uses of a Measurement in action <www.csiro.au>
range of instruments and Physical changes (2.1)
(Chapter 2, p.27 Science for Life 7)
chemicals. Identifying a chemical ABC Science
Design investigations Activity
change. Getaway
that include Identifying a physical change. Drawing a column graph <www.abc.net.au/sc
measurement, using (Chapter 2, p.28 Science for Life 7)
What is matter and what are ience/>
standard laboratory
instruments and its states? Practical Activities
equipment and methods The water cycle. ABC Science Lab
Bottle pop
to improve accuracy in (Teachers)
Some examples of physical Dancing sultanas
measurement. changes. <www.abc.net.au/la
Make systematic Tea rainbow bnotes/>
observations and Measurement, scales and tables Sour milk
interpret recorded data (2.2)
(Chapter 2, p.29 Science for Life 7) New Scientist
appropriately, according Units of measure and some <www.newscientist.
to the aims of the study. examples. com/home.ns>

Science for Life 7
Use appropriate Why do we need scales? Practical Investigation Chemistry for kids
diagrams and symbols What are some measurement states of matter
when reporting on their Chemical reactions <www.chem4kids.c
scales at home and in the
investigations. (Chapter 2, pp.3334 Science for om/>
science laboratory?
Students identify, Life 7)
How to read scales.
analyse and ask their Activities Finding science in
How do you record or display
own questions in ice-cream
measured data? The face on Mars
relation to scientific www.foodsci.uogue
ideas or issues of Chemical changes (2.3) What am I?
lph.ca/dairyedu/find
interest. (Chapter 2, pp.3637 Science for sci.html>
What is a chemical change?
Life 7)
Some examples of chemical
changes. Practical Activities Kitchen chemistry
Signs of a chemical reaction. Detergent action <www.csiro.au/heli

x/experiments/dhkit
When do reactions occur? The disappearing cup
chenchem.shtml>
Reactants and products. (Chapter 2, p.37 Science for Life 7)
Wanted and unwanted chemical Mad Scientists

reactions (2.4) End of chapter summary and test Network - 24hour
questions. exploding
What are some wanted chemical (Chapter 2, pp.4142 Science for laboratory
reactions? Life 7) <www.madsci.org>
Photosynthesis.
Enzymes what are they? Over to you - Worksheets Newtons Apple
What are some unwanted (Chapter 2, Year 7, Macmillan <www.ktca.org/new
chemical reactions? website) tons>
Properties of materials (2.5) Over to you
What are some different (Chapter 2 Year 7)
materials? <www.science4life.
How do you describe them? com.au/index.cgi?
sID=5&intArticleID
Classifying materials according =72&det=1>
to their properties.
Question test bank
Properties of metals.
Properties of ceramics. <www.science4life.
com.au/index.cgi?
Properties of plastics. sID=5&intArticleID

Science for Life 7
Properties of fibres. =47&det=1>
Properties of wood.
Properties of glass.
Key ideas and Checkpoint
questions
Mathematics Measurement, chance

and data
Organise & present
discrete and continuous
data, using hand-by-
hand approaches for

small data sets to
represent bar charts.
(Measurement, scales and
tables. Chapter 2 pp.2528
Science for Life 7)
Working mathematically
Apply standard mathe-
matical models & make
predictions based on
interpolation and extra-
polation using known
computations & establi-
shed constructions.
(Measurement, scales and
tables. Chapter 2 p.2528
Science for Life 7)
English Reading
Provide supporting
evidence to justify
interpretations.
(The face on Mars, What

Science for Life 7
am I? Chapter 2 p.3637
Science for Life 7)
Physical, Personal Interpersonal Working in teams

and Social Development Accept responsibility as
Learning
team member.
Support other team
members to share
information.

frame.
The individual learner
Identify, select and use
an expanded repertoire
of learning strategies
appropriate to particular
tasks.
Personal Managing personal

Learning learning
Complete short,
extended and group
tasks within set time-
frames, prioritising their
available time, utilising
appropriate resources
and demonstrating
motivation.
Initiate and undertake
some tasks
independently, within
negotiated timeframes.

Science for Life 7
(Kitchen chemistry.
Chapter 2, p.22 Science
for Life 7)

subject.
purpose & audience.

and inquiry
question types, and
sources when
undertaking
investigations.
Use a range of
discipline-based
methodologies.
Complete activities
focusing on problem

Science for Life 7
Year level: 7 Unit/Chapter Name: Whats the matter? Length of Unit: 3 4 weeks

Standard Teaching:
Assessment
Learning Standard
Soap films <www.science4life.
understanding of:
Students use the particle (Chapter 3, p.43 Science for Life 7) com.au>
model to explain Science in your world
Practical Activities Textbook
structure and properties What is matter?
of matter, chemical Solids, Liquids and gases Chapter 3, Science
What is an atom? for Life 7
reactions and factors that Measuring mass
influence rate. What is a theory?
(Chapter 3, p.4445 Science for CSIRO
Science at work Properties of matter (3.1) Life 7)
<www.csiro.au>
Students demonstrate Scientific definition of matter.
Practical Investigation
safe, technical uses of a What mass is and its units of
range of instruments and Measuring density Audio transcript
measure.
chemicals, and of (Chapter 3, p.47 Science for Life 7) ABC Radio
How to measure mass.
procedures for National
preparation. What volume is and its units of Practical Activity Nanotechnology
measure. Models of solids, liquids and 30th January 2005
Design investigations
How to measure volume. gases
that include
measurement, using Properties of solids. (Chapter 3, p.50 Science for Life 7) States of matter
standard laboratory Properties of liquids. Practical Investigation <www.aris.com.au/s
instruments and ciweb/activity/QZ/st
equipment and methods Properties of gases. Heating water atemater7.html>
to improve accuracy in Does a gas have mass and can it (Chapter 3, p.51 Science for Life 7)
measurement. measured? Humidity
Activity
Make systematic What is density?
Writing about solids, liquids and <www.brainpop.co
observations and What does displacement mean? m/science/weathera
interpret recorded data gases

Science for Life 7
appropriately, according (Chapter 3, p.52 Science for Life 7) ndclimate/humidity/
to the aims of the study. Formula for density and its >
Students justify their units.
choice of instruments Is it soluble? ABC Science Lab
The particle theory (3.2) (Chapter 3, p.54 Science for Life 7) (Teachers)
and the accuracy of their
measurements, Changes of state. <www.abc.net.au/la
Practical Activities
commenting on the What is evaporation? bnotes/>
reliability of the Spreading blue
What is condensation?
procedures, the Ball and ring
Energy is required when Quirky science
measurements used, and (Chapter 3, pp.5657 Science for
heating. activities
the conclusions drawn Life 7)
against the prediction or <www.grandpapenc
Energy is given out when
hypothesis investigated. Practical Investigation il.com/science/scien
cooling.
ce.htm>
Use appropriate Have a basic understanding of Growing crystals
diagrams and symbols what energy is. (Chapter 3, p.57 Science for Life 7)
when reporting on their Secret lives of
Have an understanding of the Practical Activities energy
investigations.
process of boiling, solidification <www.fi.edu/guide/
Students identify, (freezing) and sublimation. Making an egg timer
analyse and ask their hughes/energytypes
What is the particle theory? Observations and inferences
own questions in 10.html>
Explaining changes of state. (Chapter 3, p.58 Science for Life 7)
relation to scientific
ideas or issues of Examples of changes of states. Practical Activity Newtons Apple
interest. Models of atoms <www.ktca.org/new
Solutions (3.3)
(Chapter 3, p.60 Science for Life 7) tons/>
What is a solution?
What does dissolve mean? Mad Scientists
End of chapter summary and test
What is a solute? Network - 24hour
questions.
exploding
What is a solvent? (Chapter 3, pp.6263 Science for laboratory
Some examples of solvents, Life 7)
<www.madsci.org>
solutes and solutions.
Over to you
What is a suspension? Over to you - Worksheets
What is sediment? (Chapter 3, Year 7, Macmillan (Chapter 3 Year 7)
website) <www.science4life.
Explaining dissolving.
com.au/index.cgi?
Dilute and concentrated sID=5&intArticleID
solutions. =71&det=1>

Science for Life 7
Saturated and unsaturated Question test bank
solutions.
<www.science4life.
Using the particle theory (3.4) com.au/index.cgi?
What is diffusion sID=5&intArticleID
=47&det=1>
Expansion and contraction.
Air pressure.
Crystals formation.
What is viscosity?
Examples of substances with a
high viscosity and low viscosity.
Atoms and molecules (3.5)

Explanation of an atom.
Explanation of a molecule.
Explanation of a chemical bond.
Examples of atoms and
molecules.
Nanotechnology.
questions

Learning
team member.
Support other team
members to share
information.
frame.

Science for Life 7
Personal The individual learner
Learning Identify, select and use
tasks.
Managing personal
learning
Complete short,
extended and group
tasks within set
timeframes, prioritising
their available time,
utilising appropriate
resources and
demonstrating
motivation.

subject.
purpose & audience.

and inquiry
question types, and
sources when
undertaking
investigations.

Science for Life 7
Use a range of
discipline-based
methodologies.
Complete activities
focusing on problem

Science for Life 7
Year level: 7 Unit/Chapter Name: Plant and animal systems Length of Unit: 3 - 4 weeks

Standard Teaching:
Assessment
Learning Standard
The human body <www.science4life.
understanding of:
Analyse what is needed (Chapter 4, p.64 Science for Life 7) com.au>
for living things to Science in your world
survive, thrive or adapt, Why study plants and animals?
now and in the future. Water loss in plants Chapter 4, Science
What makes up the human for Life 7
Explain the function of body? Do seeds need water and
cells and how different Better bones. oxygen?
cells work together. CSIRO
(Chapter 4, pp.6566 Science for <www.csiro.au>
Materials needed to survive Life 7)
Science at work
(4.1)
Students demonstrate Practical Investigation DVD audiovisual
Respiration what does it
safe, technical uses of a Photosynthesis BBC Life in the
mean?
range of instruments and
The process of photosynthesis (Chapter 4, p.67 Science for Life 7) undergrowthDavid
chemicals. Attenborough
Make systematic What is consumer? Practical Activity
observations and What is a producer? Do plants need soil to grow? ABC Science Lab
interpret recorded data What does a plant cell look (Teachers)
Design an experiment
appropriately, according like? <www.abc.net.au/la
to the aims of the study. (Chapter 4, pp.6869 Science for
bnotes/>
How to design an experiment. Life 7)
Design investigations
that include What are variables? Practical Activity Diagrams of human
measurement, using What is a hypothesis? Drinking upside down anatomy
standard laboratory <www.enchantedlea
instruments and
The digestive system (4.2) Viewing hydra feeding
rning.com/subjects/
equipment and methods What is digestion? (Chapter 4, pp.7172 Science for anatomy/titlepage.s

Science for Life 7
to improve accuracy in What are the parts of the human Life 7) html>
measurement. digestive system? Practical Investigation
(Design an experiment Label a diagram of the human Interactive body
Chapter 4, p. 6869 Water movement in plants systems
digestive system.
Science for Life 7) (Chapter 4, p.75 Science for Life 7) <www.betterhealth.
Why do we need to eat and
Make systematic digest food? Practical Activity vic.gov.au/bhcv2/bh
observations and csite.nsf/pages/inter
Animal digestive systems. Measuring your pulse actbodysystems?
interpret recorded data
appropriately, according Plants and digestion. (Chapter 4, p.75 Science for Life 7) OpenDocument>
to the aims of the study. The circulatory system (4.3) Practical Activities Over to you
Use appropriate
What is the human circulatory Magic bottle (Chapter 4 Year 7)
diagrams and symbols
system? What is your lung capacity <www.science4life.
when reporting on their

investigations. What is blood make up of? com.au/index.cgi?
(Chapter 4, p.79 Science for Life 7)
sID=5&intArticleID
Students identify, Arteries, veins and capillaries. Practical Activities =70&det=1>
analyse and ask their Circulatory systems in other
own questions in Exoskeleton Question test bank
organisms.
relation to scientific Examining xylem <www.science4life.
What is the meaning of
ideas or issues of (Chapter 4, pp.8081 Science for com.au/index.cgi?
transpiration?
interest. Life 7) sID=5&intArticleID
(Design an experiment The respiratory and excretory =47&det=1>
Chapter 4, p. 6869 systems (4.4) Activity
Science for Life 7) The respiratory system of the The human skeleton
human body. (Chapter 4, p.81 Science for Life 7)
The excretory system of the
human body. End of chapter summary and test
What is excretion? questions.
Respiratory systems in other (Chapter 4, pp.8384 Science for
organisms. Life 7)
The skeletal system (4.5)
(Chapter 4, Year 7, Macmillan
What is a skeletal system? website)
The human skeletal system.
What is an exoskeleton?

Science for Life 7
questions
Physical, Personal Health and Movement and physical

and Social Physical activity
Learning Education Demonstrate proficiency
in manipulative and
movement skills during
the execution of
activities.
(Measuring your pulse
Chapter 4, p. 75 Science
for Life 7)
Health knowledge and

promotion
Identify the health
concerns of young
people and the strategies
that are designed to
improve their health.
Analyse a range of
influences on personal
and family food
selection, and identify
major nutritional needs
for growth and activity.
(Chapter 4, p. 7081
Science for Life 7)
Interpersonal Working in teams

Development Accept responsibility as
team member.
Support other team
members to share
information.

Science for Life 7
frame.

tasks.
Managing personal
learning
Complete short,
extended and group
tasks within set time-
frames, prioritising their
available time, utilising
appropriate resources
and demonstrating
motivation.
some tasks
(Design an experiment
Chapter 4, p. 6869
Science for Life 7)
Managing personal
learning
Develop and use criteria
to evaluate their work,
and use these criteria to
make appropriate

Science for Life 7
refinements.
(Doing better assignments
Chapter 4, p. 83 Science
for Life 7)

subject.
purpose & audience.

and inquiry
question types, and
sources when
undertaking
investigations.
Use a range of
discipline-based
methodologies.
Complete activities
focusing on problem

Science for Life 7
Year level: 7 Unit/Chapter Name: Classification Length of Unit: 2 3 weeks

Standard Teaching:
Assessment
Learning Standard
Classification misfits <www.science4life.
understanding of:
Explain the structure and (Chapter 5, p.85 Science for Life 7) com.au>
function of cells and Science in your world
Activities Textbook
how different cells work What does it mean to classify
together. Is a motorcar living or not? Chapter 5, Science
things scientifically?
for Life 7
Explain how the What is the classification Features used for classification
observed characteristics process? (Chapter 5, p.86 Science for Life 7) DVD audiovisual
of living things are used
to establish a Living or non-living (5.1) Activity BBC Secret life of
classification system. What is living and non-living? Using, making and interpreting plantsDavid
Attenborough
Science at work Features used for classification. keys
Students demonstrate The seven characteristics of (Chapter 5, p.89 Science for Life 7)
Invertebrate key
safe, technical uses of a living things. Investigation <www.ento.csiro.au
range of instruments and Useful and non-useful Specimen classification /Ecowatch/Secondar
chemicals. characteristics.
(Chapter 5, p.92 Science for Life 7) y.htm>
Make systematic Using keys.
observations and Vertebrates and invertebrates. Activities
Ant classification
interpret recorded data Using keys
The animal kingdom (5.2) <www.ento.csiro.au
appropriately, according
What am I? /science/ants/classifi
to the aims of the study. What is a cell? cation.htm>
Work effectively in a Making dominoes
What does an animal cell look
group to use science (Chapter 5, pp.92 93 Science for
like? Plant classification
ideas to make operating Life 7)
The vertebrate group using keys
model.
mammals, birds, amphibians <http://plantnet.rbgs

Science for Life 7
Use appropriate and fish. Practical Activities yd.nsw.gov.au/trad_
diagrams and symbols The invertebrate group. keys.htm>
when reporting on their Dissecting a flower
investigations. The plant kingdom (5.3) Examining different plants Why classify
Students identify, What does a plant cell look (Chapter 5, p.96 Science for Life 7) animals (Werribee
analyse and ask their like? Zoo)
Activity
own questions in Vascular plants. <www.zoo.org.au/e
relation to scientific Make your own flower ducation/learningres
What are some examples of
ideas or issues of (Chapter 5, p.97 Science for Life 7) ources/worz/middle/
vascular plants? wz02-whatthedif-
interest.
Parts of a flower. Practical Activity tn.pdf>
What is pollination? Asexual reproduction
How does a plant fertilise? (Chapter 5, p.97 Science for Life 7) Gould League of
Non-vascular plants. Victoria
Practical Activity
<www.gould.edu.au
What are some examples on Investigating fungi >
non-vascular plants?
Carnivorous plants
Monerans, protist and fungi (Chapter 5, pp.100102 Science for Over to you
(5.4) Life 7)
(Chapter 5 Year 7)
What are Monerans? Activities <www.science4life.
What are protists? The difference between the five com.au/index.cgi?
What are fungi? kingdoms sID=5&intArticleID
What are lichens? =67&det=1>
Letter writing Dear Ita
What are corals? (Chapter 5, pp.101102 Science for
What are viruses? Life 7) Question test bank
What are carnivorous plants? <www.science4life.
End of chapter summary and test com.au/index.cgi?
Key ideas and Checkpoint questions. sID=5&intArticleID
questions (Chapter 5, pp.104105 =47&det=1>
Science for Life 7)
website)

Science for Life 7
English Writing
Texts for a variety of
purposes letter writing.
(Letter writing Dear Ita
Chapter 5, pp.101102
Science for Life 7)
Physical, Personal Personal The individual learner

and Social Learning Identify, select and use
Learning
tasks.
Managing personal
learning
Complete short,
extended tasks within set
resources.

subject.
purpose & audience.
Reasoning, processing
and inquiry
Use a range of
discipline-based
methodologies.

Science for Life 7
Complete activities
focusing on problem

Science for Life 7
Year level: 7 Unit/Chapter Name: The Environment Length of Unit: 2 3 weeks

Standard Teaching:
Assessment
Learning Standard
Designing an ecosystem <www.science4life.
understanding of:
Students explain the (Chapter 6, p.107 Science for Life com.au>
relationships, past and Science in your world
7) Textbook
present, in living and What is needed to sustain life?
non-living systems, in Activity Chapter 6, Science
What is an environment? for Life 7
particular ecosystems, Helmeted honeyeater
and human impact on What are some examples of
(Chapter 6, p.108 Science for Life
these systems. different environments? DVD audiovisual
7)
Analyse what is needed What is abiotic and biotic? BBC Life in the
Practical Activity undergrowthDavid
for living things to What is an ecosystem?
survive, thrive or adapt, Behaviour for survival Attenborough
How affects an ecosystem?
now and in the future. What can I observe about Blue PlanetDavid
Why do organisms live where organisms around me? Attenborough
Science at work they do? (6.1)
(Chapter 6, p.109110 Science for Food chains and
Students demonstrate Adaptations. ecosystems
Life 7)
safe, technical uses of a Scientific Eye
range of instruments and What is a predator? Activities
chemicals. What are structural adaptations?
First, second or third order Build your own
Make systematic What are functional consumers? food web
observations and adaptations? <www.gould.edu.au
The helmeted honeyeater
interpret recorded data What are behavioural /foodwebs/kids_we
appropriately, according Seeing a food web
adaptations? b.htm>
to the aims of the study. (Chapter 6, p.112113 Science for
What are reproductive <www.vtaide.com/p
Students justify their Life 7)
adaptations? ng/foodchains.htm>
choice of instruments,

Science for Life 7
the accuracy of their Food chains and webs (6.2) Activity Food chains and
measurements and the food webs
conclusions drawn What is a food chain? Interpreting population graphs <www.sciencebob.c
against the prediction or What is a food web? (Chapter 6, p.118 Science for Life om/lab/q-web-
hypothesis investigated. What is an ecosystems energy 7) chain.html>
Use appropriate source? Practical Investigation <www.science.org.a
diagrams and symbols How are food chains and food u/nova/039/039box
when reporting on their Population monitoring 02.htm>
webs different? (Chapter 6, p.119 Science for Life
investigations. <www.arcytech.org/
What are some examples of 7)
Students use simulations java/population/fact
food chains and food webs?
to predict the effect of Practical Investigations s_foodchain.html>
changes in an Interactions in ecosystems (6.3) <www.kidport.com/
Design your own experiment
ecosystem. Producerconsumer RefLib/Science/Foo

Checking for water pollution dChain/FoodChain.
In fieldwork, they relationships.
demonstrate use of basic (Chapter 6, p.121123 Science for htm>
Predatorprey relationship. Life 7)
sampling procedures and
represent relationships in Consumerconsumer Sustainable energy
Activity
ecosystems graphically. relationship. and the environment
Explain what collaboration is in Chemicals and plants
Students identify, <www.sustainablee
analyse and ask their terms of ecosystems. (Chapter 6, p.122 Science for Life nergy.qld.edu.au/act
own questions in Explain what commensalism is 7) ivity/activity2_1.ht
relation to scientific in terms of ecosystems. ml>
ideas or issues of Explain what mutualism is in End of chapter summary and test
interest. terms of ecosystems. questions. CSIRO
(Chapter 7, p.125126 Science for <www.csiro.au>
Parasitehost relationships.
Life 7, Macmillan)
Reproduction and parenting
relationships. Wild watch
<www.abc.net.au/w
Populations and communities (Chapter 6, Year 7, Macmillan ildwatch>
(6.4) website)
What does it mean by a
Environment
population an what are some
<www.environment.
examples?
gov.au/index.html>
What does it mean to form a
community?
How is data collected, displayed

Science for Life 7
and interpreted about Community
populations? Environmental Park
Why is it important to collect <www.ceres.vic.edu
statistical information about .au>
populations?
ABC Science
Changes in the environment
Getaway
(6.5)
<www.abc.net.au/sc
Salinity and the environment. ience>
Environmental pollution and the
effects. ABC Natural
Explain what water quality is History
and the importance of it. <www.abc.net.au/na

ture/links.htm>
questions
ABC Science Lab
(Teachers)
<www.abc.net.au/la
bnotes>
Australian Antarctic
Division
<www.aad.gov.au>
WWF
<www.panda.org/in
dex.cfm>
Over to youPart 1
(Chapter 6 Year 7)
<www.science4life.
com.au/index.cgi?
sID=5&intArticleID
=66&det=1>

Science for Life 7
Over to youPart 2
(Chapter 6 Year 7)
<www.science4life.
com.au/index.cgi?
sID=5&intArticleID
=74&det=1>
Question test bank
<www.science4life.
com.au/index.cgi?
sID=5&intArticleID
=47&det=1>
Physical, Personal Personal The individual learner

and Social Learning Identify, select and use
Learning
tasks.
Managing personal
learning
Complete short and
extended tasks within set
resources and
demonstrating
motivation.

subject.

Science for Life 7

purpose & audience.
and inquiry
question types, and
sources when
undertaking
investigations.
Use a range of
discipline-based
methodologies.
Complete activities
focusing on problem

Science for Life 7
Year level: 7 Unit/Chapter Name: Every day forces Length of Unit: 3 4 weeks

Standard Teaching:
Assessment
Learning Standard
Discipline-based Science Science knowledge and At the completion of this unit Practical Activities Website
Creating lift <www.science4life.
understanding of:
Use everyday examples Line rocket com.au>
of machines, tools and Science in your world
Making a hovercraft or hot air Textbook
appliances to show how What is a force?
the thermodynamic balloon Chapter 7, Science
What can forces do? (Chapter 7, p.128 Science for Life for Life 7
model describes energy
and change, and force Direction of a force. 7)
and motion. Types of forces? Practical Activities CSIRO
Science at work Examples of forces being Magnetic forces
<www.csiro.au>
applied.
Students demonstrate Forces in water
safe, technical uses of a How an aeroplane flies. Forces and
Blowing force aerodynamics
range of instruments. What is lift?
Electrostatic force How Stuff Works
Make systematic Explain that gravity is a force. <www.howstuffwor
observations and Gravitational force
Forces (7.1) ks.com>
interpret recorded data (Chapter 7, p.129 130 Science for
appropriately, according Different types of forces cause Life 7)
to the aims of the study. different effects. Aerodynamics
Practical Investigation <www.grc.nasa.gov
Students justify their Investigating different forces /WWW/K-12/airpla
Friction on different surfaces
choice of instruments, such as magnetic force, forces ne/bga.html>
the accuracy of their in water, wind force, (Chapter 7, p.133 Science for Life
measurements and the electrostatic and gravitational 7)
conclusions drawn forces. Spaceflight
Practical Investigation <http://spaceflight.n
against the prediction or Forces that require contact with
hypothesis investigated. Gravity and springs asa.gov>
an object and those which do

Science for Life 7
Use appropriate not. 7, Macmillan) ABC Science Lab
diagrams and symbols (Teachers)
Frictional forces (7.2) Practical Investigation
when reporting on their <www.abc.net.au/la
investigations. What is friction? Electric charges bnotes/>
Work effectively in a What are some examples of (Chapter 7, p. 139 Science for Life
group to use science friction? 7) Mad Scientists
ideas to make operating Advantages and disadvantages Practical Activities Network24 hour
models of devices. of frictional forces. exploding
Investigating magnets laboratory
How can friction be reduced?
Can you see a magnetic field? <www.madsci.org>
Gravitational forces (7.3) The strength of magnets
What is gravity? Blocking magnetic fields Newtons Apple
<www.ktca.org/new
What are the affects of gravity? (Chapter 7, p.142143 Science for tons/>
What is the difference between Life 7)
mass and weight? Activity Scienceworks
What is the unit of force Using a model Museum
newtons (N)? <www.mov.vic.gov.
Who was Sir Isaac Newton? 7) au/scienceworks/>
How does the gravity compare
on earth to the moon? End of chapter summary and test QuestaconThe
questions. National Science
Electrostatic forces (7.4) and Technology
(Chapter 7, p.146147 Science for
What is static electricity? Centre, Canberra
Life 7) <http://actein.edu.au
What does it mean by being a
charged object? /Questacon/index.ht
Over to youWorksheets ml>
How can an object get charged
electrostatically? website) New Scientist
Electrostatic repulsion and <www.newscientist.
attraction. com/home.ns>
Positive and negative charges.
Electrostatic field and field Science Teachers
lines. Association of
Electrostatics at an atomic level. Victoria
<www.stav.vic.edu.
Magnetic forces (7.5) au>

Science for Life 7
What is a magnet? Over to you
What are magnetic forces? (Chapter 7 Year 7)
<www.science4life.
Can an object become
com.au/index.cgi?
magnetised? sID=5&intArticleID
Magnetic repulsion and =65&det=1>
attraction. Question test bank
North and south poles and <www.science4life.
magnetic north and south. com.au/index.cgi?
Magnetic field and field lines. sID=5&intArticleID
=47&det=1>
questions
Mathematics Measurement, chance

and data
Organise & present
discrete and continuous
data, using hand-by-
hand approaches for
small data sets to
represent bar charts.
(Friction on different
surfaces Chapter 7 p.133
Science for Life 7)
Apply standard
mathematical models &
make predictions based
on interpolation and
extrapolation using
known computations &
established
constructions.
Use lines of best fit.
(Gravity and springs

Science for Life 7
Chapter 7 p.136 Science
for Life 7)

Learning
team member.
Support other team
members to share
information.

frame.

subject.
purpose & audience.
and inquiry
question types, and
sources when
undertaking
investigations.

Science for Life 7
Year level: 7 Unit/Chapter Name: Using energy Length of Unit: 34 weeks

Standard Teaching:
Assessment
Learning Standard
Discipline-based Science Science knowledge and At the completion of this unit Activities Website
What is energy? <www.science4life.
understanding of:
Use everyday examples Building a mousetrap racer com.au>
(Chapter 8, p.148 Science for Life Textbook
appliances to show how What are some forms of energy? 7)
the thermodynamic Chapter 8, Science
What is energy? for Life 7
model describes energy Practical Activity
and change, and force Forms of energy (8.1) Cotton reel dragster
and motion. Examples of energy. CSIRO
(Chapter 8, p.151 Science for Life <www.csiro.au>
Science at work Energy makes thing happen. 7)
Students demonstrate Energy changes. Practical Activities Video/DVD
safe, technical uses of a Energy in action kinetic audiovisual
range of instruments and Generating electricity
energy. EnergyEureka
chemicals. Solar cells
Types of kinetic energy - light,
Make systematic Steel wool
sound, heat and electrical. Switched on
observations and Electric motor
Stored energy potential activities on energy
interpret recorded data
energy. Tuning fork <www.energex.com
appropriately, according
to the aims of the study. Types of potential energy Wind-wheel .au/switched_on/tea
chemical, nuclear, elastic and cher/lower_sec.html
Students justify their Steam turbine
gravitational. >
choice of instruments, Mousetrap
the accuracy of their Energy changes (8.2) (Chapter 8, pp.153155 Science for CSIRO energy and
measurements and the Life 7)
conclusions drawn Energy transformations. renewables research
against the prediction or Some examples of energy Activity www.csiro.au/csiro/
hypothesis investigated. content/standard/ps

Science for Life 7
Design investigations transformations. Brigittes energy 14s,,.html>
that include Energy transfer. (Chapter 8, p.157 Science for Life
measurement, using The difference between an 7) EnergyHow Stuff
standard laboratory Works
energy transfer and Practical Investigation
instruments and <www.howstuffwor
transformation.
equipment and methods Energy from food ks.com>
to improve accuracy in Some examples of energy
measurement. transfers.
7) Newtons Apple
Use appropriate Energy chains what one is and
Practical Investigation <www.ktca.org/new
diagrams and symbols examples.
tons/>
when reporting on their Energy from food (8.3) Colliding ball bearings
investigations. (Chapter 8, p.160 Science for Life
How do we get energy from Solar schools
Work effectively in a 7) <www1.sedo.energy

food?
group to use science .wa.gov.au/pages/so
How can energy be measured? Activities
ideas to make operating lar_schools.asp>
models of devices. What is the unit for energy Choosing a project
Students identify, joules (J)? Using the Internet
Sustainable Energy
analyse and ask their Why is energy from food (Chapter 8, p.163164 Science for Authority Victoria
own questions in measured in kilojoules? Life 7) <www.seav.sustaina
relation to scientific What are our daily energy bility.vic.gov.au/ind
ideas or issues of requirements? ex_seav.asp>
interest. questions.
Energy comes and goes (8.4)
(Chapter 8, p.167168 Science for The Australian and
Where does energy come from? Life 7) New Zealand Solar
Living things get energy from Energy Society
the sun. Over to youWorksheets <www.anzses.org/in
Plants and photosynthesis. dex01.html>
What re fossil fuels? website)
Australian Solar
Renewable and non-renewable
Energy
energy sources. <www.hydrogen.as
Wasted energy and efficiency. n.au/Australian-
Conservation of energy. Solar-Energy.htm>
Doing a project (8.5)

Mad Scientists
Choosing a topic. Network24hour

Science for Life 7
How to gather information. exploding
How to get started. laboratory
<www.madsci.org>
Ideas on writing a report.
Key ideas and Checkpoint Secret lives of
questions energy
<www.fi.edu/guide/
hughes/energytypes
10.html>
Concepts of energy
<www.lmpc.edu.au/
c_linkList.php?
KLA=Science&LE
VEL=Stage
%204%20Junior
%20Science&CFR
AME=Energy>
Over to you
(Chapter 8 Year 7)
<ww.science4life.co
m.au/index.cgi?
sID=5&intArticleID
=56&det=1>
Question test bank
<ww.science4life.co
m.au/index.cgi?
sID=5&intArticleID
=47&det=1>
Nova
<www.science.org.a
u/nova>
Australian
Advances

Science for Life 7
<www.csiro.au/pro
mos/ozadvances
The Lab
<www.abc.net.au/sc
ience>
New Scientist
<www.newscientist.
com>
Double Helix
<www.csiro.au/heli
x>
Mathematics Number
Determine proportions
as percentages where
these can be obtained
directly as equivalent
fractions with
denominator 100.
Substitute numbers for
free variables in
equations.
(Colliding ball bearings
for Life 7)

Learning
team member.
Support other team
members to share
information.

Science for Life 7
frame.

Learning Identify a variety of
learning habits and
adopt those that assist
their learning.
Seek and respond to

feedback from peers,
teachers and other adults
and explain how their
ideas have changed to
develop and refine their
content knowledge and
understanding.
With support, students
determine learning
improvement goals,
justifying their decisions
and making appropriate
modifications as
necessary.
Managing personal
learning
Students set realistic
short-term and long-term
learning goals within a
variety of tasks and
describe their progress
towards achieving these.
Complete short,

Science for Life 7
extended and group
tasks within set
resources and
demonstrating
motivation.
some tasks
Review the effectiveness
of the management of
tasks, identifying
successes and suggesting
strategies that would
improve outcomes.
Develop and use criteria
to evaluate their work,
and use these criteria to
make appropriate
refinements.
(Choosing a project.
Chapter 8, p.163164
Science for Life 7)

Learning Students use the
communication
conventions, forms and
the subject to convey a
clear message across a
range of presentation
forms to meet the needs
of the context, purpose

Science for Life 7
and audience.
Provide and use
constructive feedback
and reflection to develop
effective communication
skills.
Design, Investigating &

Creativity and designing
Technology Students use various
strategies and sources of
information to
investigate and research

a range of factors
relevant to more
sophisticated design
briefs to which they
have contributed.
During the design
process they clarify their
understanding of design
brief requirements and
their design ideas by
gathering, responding to
and providing feedback
to others designing
own practical
investigation (mousetrap
Car).
Producing
Students work safely
with a range of tools and
equipment, including
some which are
complex, and manage
materials and processes

Science for Life 7
to produce products,
taking full account of the
appropriateness of their
properties,
characteristics or
expected outputs in
meeting requirements of
design briefs designing
own practical
investigation.
Make modifications
during production,
providing a sound
explanation for changes

that demonstrates
reflection, research,
responsiveness to
feedback, and use of
evaluation criteria
practical investigations
(Mousetrap car).
Thinking Analysing & evaluating

Students select
appropriate equipment
and techniques to safely
test and evaluate the
performance of their
products/systems
designing own practical
investigation.
Suggest modifications to
improve their
products/systems in light
of evaluation of their
performance, function
and appearance

Science for Life 7
designing own practical
investigation.
(Mousetrap car).
and inquiry
question types, and
sources when
undertaking
investigations.
Use a range of
discipline-based
methodologies.
Complete activities
focusing on problem
Information and ICT for communication

Communications Students select the most
Technology (ICT)
appropriate search
engines to locate
information on websites.
They use complex
search strategies to
refine their searches.
They judge the integrity
of the located
information based on its
credibility, accuracy,
reliability and

Science for Life 7
comprehensiveness.
(Using the Internet.
Chapter 8, p.163164
Science for Life 7)

Science for Life 7
Year level: 7 Unit/Chapter Name: Simple machines Length of Unit: 2 3 weeks

Standard Teaching:
Learning Activities /
Strand Unit Concepts / Key Resources
Assessment
Learning Standard
Building a gadget <www.science4life.
understanding of:
Use everyday examples (Chapter 9, p.169 Science for Life com.au>
7)
appliances to show how What are some simple
the thermodynamic machines?
model describes energy Load in effort Chapter 9, Science
Why is the bicycle a set of
and change, and force for Life 7
simple machines? An energy transformer
and motion.
What is effort and what is load? (Chapter 9, p. 171172 Science for
Science at work Life 7) CSIRO
What is a machine (9.1) <www.csiro.au>
Students demonstrate Practical Activities
safe and technical uses What is a simple machine?
Classes of levers Video/DVD
of a range of Machines can magnify forces
instruments. you use. Making your own crane audiovisual
Make systematic Machines can change the (Chapter 9, p. 174176 Science for Simple machines
Life 7) Eureka
observations and direction of the force.
interpret recorded data Machines can speed things up. Practical Investigation
appropriately, according Simple machines
to the aims of the study. Machines can transform energy. Levers and loads and leversHow
Design investigations Work and energy. (Chapter 9, p.175 Science for Life Stuff Works
7) <www.howstuffwor
that include Levers (9.2) ks.com>
measurement, using Practical Investigation
standard laboratory What is a lever?
instruments and How are levers used? Pulley power ABC Science Lab
equipment and methods What are some everyday levers? (Chapter 9, p.177 Science for Life (Teachers)
to improve accuracy in 7) <www.abc.net.au/la

Science for Life 7
measurement. What is a fulcrum? Practical Activity bnotes/>
Students justify their Different class levers. Wheels and belts
choice of instruments, Mechanical advantage. Simple machines
the accuracy of their (Chapter 9, p. 179 Science for Life(animations and
measurements and the Pulley, belts and wheels (9.3) 7) activities)
conclusions drawn Why are pulleys, wheels and Activities <www.teachers.ash.
against the prediction or org.au/jmresources/
belts simple machines? Egg-beater gears
hypothesis investigated. simple/machines.ht
What are pulleys used for? Bicycle gears ml>
Work effectively in a
group to use science What are some examples of (Chapter 9, p. 180183 Science for <www.northcanton.
ideas to make operating pulleys? Life 7) sparcc.org/~greento
models of devices. What are belts used for? Activity
wn/simpmach.htm>
Use appropriate What are some examples of

Interpreting scientific articles
diagrams and symbols belts? Stranded
when reporting on their (Chapter 9, p. 182 Science for Life interactive activity
What are wheels used for?
investigations. 7) using simple
What are some examples of machines
Students identify, Practical Activity
wheels? (survivor)
analyse and ask their Inclined planes and pulleys
own questions in Gears (9.4) <www.cap.nsw.edu.
relation to scientific (Chapter 9, p. 186 Science for Life au/bb_site_intro/sta
What are gears? 7) ge2_modules/strand
ideas or issues of
interest. Teeth and cogs. ed/stranded.htm>
(Building a gadget. Driving gear and driven gear. End of chapter summary and test
Chapter 9, p.169 Science Gearing up and gearing down. questions. Newtons Apple
for Life 7) Bicycle gears. (Chapter 9, p. 188189 Science for <www.ktca.org/new
Life 7) tons/>
Gear ratios.
Other simple machines (9.5) Over to youWorksheets Technology in the
(Chapter 9, Year 7, Macmillan home
What is an inclined plane?
website) <www.pbs.org/wgb
How is a screw a simple h/aso/tryit/>
machine?
How is a wheel-and-axle a Mad Scientists
simple machine? Network - 24hour
Some examples of other simple exploding
machines. laboratory
<www.madsci.org>

Science for Life 7
questions New Scientist
<www.newscientist.
com/home.ns>
Over to you
(Chapter 9 Year 7)
<www.science4life.
com.au/index.cgi?
sID=5&intArticleID
=55&det=1>
Question test bank
<www.science4life.
com.au/index.cgi?
sID=5&intArticleID
=47&det=1>

Learning
team member.
Support other team
members to share
information.
frame.
Managing personal
learning
Complete short,
extended and group
tasks within set

Science for Life 7
resources and
demonstrating
motivation.
some tasks

subject.
purpose & audience.

and inquiry
Complete activities
focusing on problem

Science for Life 7
Year level: 7 Unit Name: Separating mixtures Length of Unit: 4 weeks

Standard Teaching:
Assessment
Learning Standard
Purifying water <www.science4life.
understanding of:
Students use the particle (Chapter 10, p.190 Science for Life com.au>
model to explain Science in your world
7)
structure and properties Water where it comes from.
of matter, chemical Purifying water.
reactions and factors that Forming an emulsion Chapter 10, Science
influence rate. Mixtures (10.1) for Life 7
Solution or colloid
Science at work Properties of matter - revised. (Chapter 10, p.193194 Science for
CSIRO
Students demonstrate What is a mixture? Life 7)
<www.csiro.au>
safe, technical uses of a What is pure substance? Practical Activities
range of instruments and What is chemical solution?
chemicals, and of Homemade centrifuge Atom builder
procedures for What is a chemical suspension? Folding filter paper <www.pbs.org/wgb
preparation and What are colloids? h/aso/tryit/>
separation. Forming an emulsion. Life 7)
Make systematic Finding science in
Separating suspensions (10.2) Practical Investigation ice-cream
observations and
interpret recorded data Why may you need to separate a Filtering a suspension <www.foodsci.uogu
appropriately, according suspension? (Chapter 10, p.196 Science for Life elph.ca/dairyedu/fin
to the aims of the study. 7) dsci.html>
Decanting.
Students justify their Using a centrifuge. Practical Activity
choice of instruments, ABC Science
the accuracy of their Filtration. Clay and water Getaway
measurements and the What is a filtrate and residue? (Chapter 10, p.197 Science for Life <www.abc.net.au/sc
conclusions drawn 7) ience/>

Science for Life 7
against the prediction or Different filtration techniques. Practical Activities
hypothesis investigated. Every day items that separate ABC Science Lab
Sirofloc
Use appropriate suspensions. (Teachers)
diagrams and symbols Survival water <www.abc.net.au/la
Using filter paper.
when reporting on their (Chapter 10, p.198199 Science for bnotes/>
investigations. Water treatment how is the Life 7)
water we use purified?
Practical Investigation New Scientist
What is flocculation? <www.newscientist.
Oil or perfume by distillation com/home.ns>
Separating solutions (10.3)
Why may you need to separate 7) Mad Scientists
solutions?
Practical Activities Network - 24hour
Evaporation and crystallisation
exploding
the process and its uses. Removing the colour
laboratory
Condensation and distillation Through the patty pan <www.madsci.org>
the process and its uses. (Chapter 10, p.201 Science for Life
Adsorption and absorption the 7)
Over to you
difference, the process and its Practical Activities
uses. (Chapter 10 Year 7)
Sand and sawdust <www.science4life.
Dialysis what is it and its com.au/index.cgi?
medical importance? Sand and lead shot
sID=5&intArticleID
Salt and pepper =54&det=1>
Separating solids (10.4)
Sand and iron filings
Why may you need to separate Question test bank
solids? <www.science4life.
Life 7)
Flotation the process and its com.au/index.cgi?
uses. Practical Activity sID=5&intArticleID
Gravity separation the process Capillary action =47&det=1>
and its uses. (Chapter 10, p.206 Science for Life
Electrostatic separation the 7)
process and its uses. Practical Investigation
Magnetic separation the Paper chromatography
process and its uses.
Separating mineral sands the 7)
process and its uses.

Science for Life 7
Filtration what it is and the
steps in achieving it. End of chapter summary and test
questions.
Chromatography (10.5)
What is chromatography? Life 7)
What is capillary action?
What are the different types of Over to youWorksheets
chromatography? (Chapter 10, Year 7, Macmillan
Why there are different types of website)
chromatography.
Paper chromatography.
Column chromatography.
Gas chromatography.
The uses of chromatography.
questions

Learning
team member.
Support other team
members to share
information.
frame.

Learning learning
Complete short,
extended and group

Science for Life 7
tasks within set
resources and
demonstrating
motivation.

subject.
purpose and audience.

and inquiry
question types, and
sources when
undertaking
investigations.

Science for Life 7
Year level: 7 Unit/Chapter Name: Planet Earth Length of Unit: 2 3 weeks

Standard Teaching:
Assessment
Learning Standard
The Dork Report <ww.science4life.co
understanding of:
Use physical and (Chapter 11, p.211 Science for Life m.au>
theoretical models to Science in your world
7) Textbook
investigate geological What are the dimensions of our
processes. Practical Activities Chapter 11, Science
Earth?
A model volcano for Life 7
Science at work Why does the Earth look blue
from space? Making a seismograph
Students demonstrate CSIRO
safe, technical uses of a What is the range of (Chapter 11, p.213 Science for Life <ww.csiro.au>
range of instruments and temperatures of the Earths 7)
chemicals. surface? Activity DVD audiovisual
Make systematic What does the Earths Blue PlanetDavid
Is Australia safe?
observations and atmosphere comprise?
(Chapter 11, p.214 Science for Life Attenborough
interpret recorded data What are some other features of
7)
appropriately, according our planet Earth? Why is the ocean
to the aims of the study. Practical Investigation
Our restless Earth (11.1) blue
Students justify their Hydrogen and oxygen <ww.why-is-the-
choice of instruments, What is the structure of the
Earth? (Chapter 11, p.216217 Science for sky-blue.org/why-
the accuracy of their Life 7) is-the-ocean-
measurements and the What is a volcano and how are blue.html>
conclusions drawn they formed? Practical Activity
against the prediction or Do we have any volcanoes in Air exerts pressure Volcanoes
hypothesis investigated. Australia? (Chapter 11, p.217 Science for Life <www.volcanoworl
Use appropriate What is an earthquake and how 7) d.org>
diagrams and symbols and why does one occur?

Science for Life 7
when reporting on their What are some affects caused Practical Investigation Tectonic plates
investigations. by earthquakes tsunami, tidal interactive
waves, land damage etc. Air pressure inferences <www.pbs.org/wgb
Work effectively in a
group to use science Have we had any earthquakes in (Chapter 11, p.218 Science for Life h/aso/tryit/tectonics/
ideas to make operating 7) #>
Australia?
models of devices. The Newcastle earthquake. Practical Activities
Students identify, Rock cycle
The Richter scale and Making a manometer <www.brainpop.co
analyse and ask their
seismograph. Are things lighter in water? m/science/theearths
own questions in
relation to scientific Our air (11.2) A model submarine ystem/rockcycle/>
ideas or issues of What is air? Check your prediction
interest.
What is our air made up of (Chapter 11, p.220222 Science for Water cycle
Life 7) <www.watercare.sa.
which gases? gov.au/wll/wc-
Are some gases lighter than air? Practical Activities watercycle.html>
What are some common gases? Which holds more vapour?
How can you test for some Making rain Bureau of
common gases? Meteorology
(Australian)
What is air pressure? Life 7)
<www.bom.gov.au>
What is pressure and how is it Practical Investigation
measure?
Which heats up more? Melbourne weather
Changes in air pressure. radar
Flying in a plane. Life ) <http://mirror.bom.g
The ear and air pressure. ov.au/products/IDR
Investigation 023.shtml>
Using air pressure.
A model greenhouse
Our water (11.3) (Chapter 11, p.227 Science for Humidity
What is water pressure? Life ) <www.brainpop.co
m/science/weathera
How can we use water pressure? Activity ndclimate/humidity/
Pascals principle. Interpreting graphs >
Are things lighter in water? (Chapter 11, p.228 Science for
What is buoyancy or upthrust? Life ) Hurricane
<www.brainpop.co
Archimedes principle and who
End of chapter summary and test m/science/weathera
was Archimedes? ndclimate/hurricane

Science for Life 7
How do fish swim? questions. s/>
The ocean floor its contour. (Chapter 11, p.230231 Science for
Life 7) Tornadoes
Our weather (11.4) <www.brainpop.co
Why do we have different Over to youWorksheets m/science/weathera
weather conditions? (Chapter 11, Year 7, Macmillan ndclimate/tornadoes
Investigate some different website) />
weather conditions. Over to you
Tornados what are they and (Chapter 11 Year 7)
how is one formed? <www.science4life.
Water vapour in the air com.au/index.cgi?
humidity. sID=5&intArticleID
Winds how do winds form? =53&det=1>

Clouds, rain and storms what Question test bank
are they and how are each <www.science4life.
formed? com.au/index.cgi?
Weather maps why are they sID=5&intArticleID
useful and how to read one. =47&det=1>
Our atmosphere (11.5)
What is the atmosphere?
What are the different layers of
the atmosphere?
What would happen if we had a
different atmosphere or if we
didnt have one?
What are the features of the
troposphere?
stratosphere?
What is ozone and ozone layer?
mesosphere?

Science for Life 7
thermosphere?
Why is the sky blue?
Keeping the atmosphere in
balance.
The greenhouse effect.
The hole in the ozone layer.
questions
Geography Geospatial skills

Analyse and evaluate a
range of forms including

satellite images and
weather maps.
(Weather and weather
maps Chapter 11, p.223
225 Science for Life 7)
Mathematics Working mathematically

Apply standard
mathematical models &
make predictions based on
interpolation and
extrapolation using known
computations &
established constructions.
(Interpreting graphs.
for Life 7)

Learning
team member.
Support other team
members to share

Science for Life 7
information.
frame.

tasks.
Managing personal
learning
Complete short,
extended and group
tasks within set
resources and
demonstrating
motivation.
some tasks
Interdisciplinary Communication Listening, viewing &

Learning responding
Interpret complex
information and evaluate
the effectiveness of its
presentation. When

Science for Life 7
responding, they use
specialised language and
symbols as appropriate
to the contexts in which
they are working.
(The Dork Report. Chapter
11, p.211 Science for Life
7)
Presenting
Communicate
subject.
purpose & audience.
and inquiry
When identifying and
synthesising relevant
information, they use a
range of appropriate
strategies of reasoning
and analysis to evaluate
evidence.

Science for Life 7
Year level: 7 Unit/Chapter Name: Our place in space Length of Unit: 23 weeks

Standard Teaching:
Assessment
Learning Standard
Space tourism <www.science4life.
understanding of:
Use time scales to (Chapter 12, p.232 Science for com.au>
explain the changing Science in your world
Life ) Textbook
Earth and its place in What do you know about space?
space. Practical Activities Chapter 12, Science
What is space and our position for Life 7
Distinguish ideas about in it? The night sky
the Universe that have a Space tourism. Diameter of the sun.
scientific basis from CSIRO
(Chapter 12, p.234235 Science for <www.csiro.au>
those that do not. Stars (12.1) Life 7)
Science at work What is a star?
Activity Space animated
Students demonstrate Are there different types of explanations
Astrology
safe, technical uses of a stars? <http://kids.msfc.na
range of instruments. What is a constellation? sa.gov>
7)
Make systematic What are some southern
observations and hemisphere constellations? Practical Activity General information
interpret recorded data The Southern Cross (Crux) and Making a telescope about spaceflight
appropriately, according <http://spaceflight.n
the Pointers. Planets in orbit
to the aims of the study. asa.gov>
What is a hemisphere? (Chapter 12, p.237238 Science for
Students justify their
What is the ecliptic? Life 7)
choice of instruments, NASA Goddard
the accuracy of their Difference between astronomy Activity space flight centre
measurements and the and astrology. Understanding on three levels (teachers corner)
conclusions drawn Our sun (Sol) is a star. <http://imagine.gsfc
against the prediction or Interpreting planetary data
What is the distance the sun is .nasa.gov/docs/teac

Science for Life 7
hypothesis investigated. away from earth and what is the Planet hunting hers/teachers_corne
Use appropriate suns diameter? (Chapter 12, p.240243 Science for r.html>
diagrams and symbols The Milky Way. Life 7)
when reporting on their Do stars move? A beginners guide
Activity
investigations. to the Heavens in
Students identify, Exploring space (12.2) Interpreting photos the Southern
analyse and ask their Observations and inferences (Chapter 12, p.245 Science for Life Hemisphere
own questions in astronomy timeline. 7) <www.dibonsmith.c
relation to scientific om/downunder.htm
Early astronomers. Practical Activity
ideas or issues of >
The telescope and Galileo. Making craters
interest.
What is a telescope? (Chapter 12, p.245 Science for Life Search for
Different types of telescopes 7) Meteors

(reflective and refractive)? <http://starchild.gsf
The Hubble telescope. c.nasa.gov/docs/Star
Colour of stars Child/>
What is a space probe? (Chapter 12, p.247 Science for Life
The planets (12.3) 7) Getaway to all
How many planets are in our Activities Australian
observatories
solar system? Star travel <www.astronomy.or
What is our solar system? Can you see it? g.au>
What are the names of the (Chapter 12, p.248249 Science for
planets and what position Life 7) Living in space
relative to the sun are they? <http://spaceflight.n
What are the inner planets and asa.gov/living>
their features Mercury, Venus
and Mars? Pathfinder (Mars)
questions.
Earth is a planet. (Chapter 12, p. 251252 Science <http://mars.sgi.co
What are the outer planets and for Life 7) m/default.html>
their features Jupiter, Saturn,
Uranus, Neptune and Pluto? Over to youWorksheets Temperature of stars
Is there a tenth planet? <www.schoolsobser
vatory.org.uk/astro/t
Close encounters (12.4) website)
extb/stars/hotcold.ht
What are some other celestial m>
Colours of stars

Science for Life 7
bodies? <www.naasbeginner
What are comets? s.freeuk.com/Absol
uteBeginners/Star_
Haleys comet.
Colours.htm>
What is meteor?
What is a meteor shower? All about stars
What is a meteorite? <www.enchantedlea
rning.com/subjects/
What is an asteroid?
astronomy/stars/star
The universe (12.5) types.shtml>
What is defined as the
Universe? Star Charts
What is a galaxy? <http://observe.phy.

sfasu.edu/>
Are there different types of
galaxies and what are some?
Aboriginal
How do we that there are Astronomy
different type of galaxies and <http://library.think
how do we know that our quest.org/C005462/i
galaxy is a spiral? ndex2.html>
What are the features of our <www.questacon.ed
galaxy? u.au/html/the_emu.
What is a light year? html>
Are all the stars in the universe
the same? Milky Way
What makes a star different? <http://seds.lpl.arizo
na.edu/messier/mor
What are some types of stars? e/mw.html>
What type of star is our sun?
What is a nova and supernova? The nine planet
What is nebula? solar system virtual
tour
Is there other life outside our <www.seds.org/nine
planet Earth? planets/nineplanets/
Key ideas and Checkpoint nineplanets.html>
questions
Space Science

Science for Life 7
Institute
<www.spacescience
.org/Education/Curr
iculumDevelopment
/1.html>
Science blunders in
movies
<www.geocities.co
m/naran500/index.h
tml>
Over to you
(Chapter 12 Year 7)
<www.science4life.
com.au/index.cgi?
sID=5&intArticleID
=52&det=1>
Question test bank
<www.science4life.
com.au/index.cgi?
sID=5&intArticleID
=47&det=1>

Learning
team member.
Support other team
members to share
information.
frame.

Science for Life 7
Learning learning
some tasks
Interdisciplinary Communication Listening, viewing &

Learning responding
Students modify their
verbal and non-verbal
responses to suit
particular audiences.
Interpret complex
information and evaluate
the effectiveness of its
presentation. When
responding, they use
specialised language and
symbols as appropriate
to the contexts in which
they are working.
Consider their own and
others points of view,
apply prior knowledge
to new situations,
challenge assumptions
and justify their own
interpretations.
(Space tourism. Chapter
7)
Presenting
Communicate

Science for Life 7
subject.
purpose & audience.
Students use the
communication
the subject to convey a
clear message across a
range of presentation
forms to meet the needs
of the context, purpose

and audience.

and inquiry
question types, and
sources when
undertaking
investigations.
When identifying and
synthesising relevant
information, they use a
range of appropriate
strategies of reasoning
and analysis to evaluate
evidence and consider
their own.
Creativity
Students apply creative
thinking strategies to
explore possibilities and

Science for Life 7
generate multiple
options, problem
definitions and
solutions.
(Space tourism. Chapter
7)
Reflection, evaluation
and metacognition
Students explain the
purpose of a range of
thinking tools and use
them in appropriate
contexts.
(Understanding on three
levels Chapter 12, p.240
Science for Life 7)

Science for Life 7
Appendices
Famous scientists resume research task
Introduction
It is the year 2200 and time travel has just been made possible. (However, it has only been
made possible to bring people from the past into the present and not yet able to take people
back in time.)
The University of Past Time is seeking to appoint professors of all sciences for their
Biology, Chemistry, Physics and Astronomy departments. The University is wishing to
choose notable figures of history.
Being a distinguished scientist you decided to apply for one of the science positions.
Task
You are an important scientist applying for a position at the esteemed University of Past
Time. You need to prepare a resume (CV) and a letter of application for the University
position.
What to do
Choose a prominent scientist and collect some careful research information about
them. As you read, record relevant details on the resume outline given. For example,
date of birth and place of birth would go under Personal Details.
Obtain further information about your scientist to include their noted science
achievements, a picture of them (if possible) and any other relevant information.
Use your notes to compile a resume. You must write it in your own words.
What you need to do next is write a letter of application for the University position.
Include the following:
Your address (appropriate scientist address)
Date of your letter (appropriate scientist date)
The position applying for (eg. Professor of Astronomy)
Reasons why you would be qualified for this position (include relevant
achievements).
Assessment
Research notes
Resume outline
Letter of application
Resume

Science for Life 7
Resume outline
Name ___________________________ Scientists name _______________________
Personal details
Education
Work experience
Scientific achievements
References used
Glossary

Science for Life 7
Science safety poster
Task
You are to design an eye-catching and colourful poster that will be displayed in the science
room on the theme Safety in the Laboratory. Use the list of laboratory safety rules from
your book to illustrate some aspect of safe working practice.
Ideas
Your message may be positive showing some aspect of safe work habits (what you should
do) or negative showing the dangers of unsafe work habits (what not to do). It is up to you
whether you choose to illustrate one safety rule or a few. If you like a challenge may might
like to compile a short cartoon strip. If you are feeling very creative you may like to come up
with a safety rules poem or song!
Look at your science textbook to give you some ideas.
Assessment Criteria
A poster that will receive a high grade will be well designed, convey the safety message
clearly, be colourful and have relevant diagrams or pictures and safety slogan.
Be creative!
Marking Criteria
Message is clear and relevant to Science H M L
Diagrams and drawings are appropriate to safety message H M L
Poster is designed neatly and eye catching H M L
Poster is creative H M L

Science for Life 7
How to write up a Practical Report (Scientific

experiment)
Instructions
Turn to page 11 of your textbook (Science for Life 7). Read and summarise (write in your
own words) each of the subheadings by filling in the gaps provided.
Name: __________________________ Date: ____________________________
Title: ________________________________________________________________
Partners: _____________________________________________________________
Risk and assessment planning:
_____________________________________________________________________
_____________________________________________________________________
Apparatus:
_____________________________________________________________________
_____________________________________________________________________
Method:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Science for Life 7
Results:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Science for Life 7
Student practical report (template)
Name: __________________________ Date: ____________________________
Title: ________________________________________________________________
Partners: _____________________________________________________________
Risk and assessment planning:
_____________________________________________________________________
_____________________________________________________________________
Apparatus:
______________________________ ____________________________
______________________________ ____________________________
______________________________ ____________________________
______________________________ ____________________________
Method:
(Diagram of set up)

Science for Life 7
Step 1: _______________________________________________________________
_____________________________________________________________________
Step 2: _______________________________________________________________
_____________________________________________________________________
Step 3: _______________________________________________________________
_____________________________________________________________________
Step 4: _______________________________________________________________
_____________________________________________________________________
Step 5: _______________________________________________________________
_____________________________________________________________________
Results:
(Include table or graph paper if required.)

Science for Life 7
Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References used:
_____________________________________________________________________
_____________________________________________________________________


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Learning Domain, Dimension and

Discipline-based Science Science knowledge and Website

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History Historical reasoning and

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Thinking Reasoning, processing

question types, and

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Learning Domain, Dimension and

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Signs of a chemical reaction. Detergent action <www.csiro.au/heli

Wanted and unwanted chemical Mad Scientists

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Mathematics Measurement, chance

hand approaches for

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Physical, Personal Interpersonal Working in teams

achieve a shared purpose

Personal Managing personal

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Interdisciplinary Communication Presenting

Thinking Reasoning, processing

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Learning Domain, Dimension and

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Atoms and molecules (3.5)

Physical, Personal Interpersonal Working in teams

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Thinking Reasoning, processing

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Learning Domain, Dimension and

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when reporting on their

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Physical, Personal Health and Movement and physical

Health knowledge and

Interpersonal Working in teams

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Personal The individual learner

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Thinking Reasoning, processing

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Learning Domain, Dimension and

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Physical, Personal Personal The individual learner

Interdisciplinary Communication Presenting

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Learning Domain, Dimension and

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ecosystem. Producerconsumer RefLib/Science/Foo

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and the importance of it. <www.abc.net.au/na

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Physical, Personal Personal The individual learner