Understanding:
- describe the role of water as a common solvent in our world - describe aqueous mixtures in terms of solute, solvent and solution - explain the water cycle in relation to its physical features - describe how systems work together to provide cell requirements - describe the role of flowers, stems, roots and leaves in plants - identify cells as building blocks of living things - identify how cells replicate and exist in a range of different types - investigate a range of different separation techniques |
Skills:
- identify scientific questions and make predictions - plan and perform safe experimental investigations - record observations and measurements accurately - apply understanding to solve problems - present scientific ideas using appropriate representations |
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Introductory Activities
1. Brainstorm different roles or uses of water in our environment, industries and everyday life. 2. Complete the following: - Identify water as a solution, solute or a solvent - Identify three everyday solutions that you use - Identify the solute and solvent in each solution - Write definitions for each scientific term - Draw a diagram showing one solution you identified - Label the solution, solvent and solute in your diagram 3. Complete practical 5.2 'Soluble or Insoluble', Core Science 4 p 136 4. Observing - Draw a map of the science laboratory, labelling each of the following items present in your laboratory:
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How do Water Cycles affect our World?
1. Discuss the different forms in which water can exist on Earth. Name each type if you can. 2. Watch the "Water Cycle Animation" video and record at least four QUALITATIVE observations. 3. Draw your own representation of the water cycle and label each part. It should take up a full page as you will add more information to it later. Here is another resource that is helpful - More Water Cycle Information 4. Complete introductory activities for the Bunsen burner (e.g. Core Science 4 p10-11) 5. Complete Practical Investigation 14.7 'Forming Clouds' p 461 6. Define the terms evaporation, condensation, precipitation and explain their role in the water cycle. Add these as annotations to the diagram you drew of the water cycle. 7. Identify some of the substances that are dissolved in water at different stages of the water cycle and add these to your diagram. You can use the following resources to assist you: Oceans, Salinity 8. Using your knowledge of the water cycle on Earth, predict what would happen in the Antarctic if the temperature was to rise. State the relative changes in the proportions of each state of water in the water cycle of Antarctica. 9. The water cycle plays an important role in the production of sea salt. Identify and describe the scientific process that is used to obtain sea salt using the Sea Salt Farmers video. 10. Watch the Sea Salt Farmers video again from 4:50 and listen very carefully. Plan and perform your own experiment to identify the weather conditions that Gregory Pitart requires for the higher quality coarse salt crystals to form. |
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Can living things survive without water?
1. Watch the video How much water do we really need to drink? 2. Discuss how you think water might be used to transport gases and nutrients around the body. 3. Identify waste products that are removed from the body in water. 4. Brainstorm the names of the body systems that are involved in the transport of gases, nutrients and water. 5. Draw a simple annotated diagram that shows the location of each of these systems in the human body. 6. Propose what would happen to the water in your body if these systems stopped working. 7. Assess your ability to identify these systems in this activity 8. Using your knowledge of water, propose reasons why plants need water to stay alive. Think about how plants obtain energy and nutrients. 9. Watch What do plants need to grow? and summarise the key ideas in your book. 10. Conduct investigation 13.2 'Stem transport systems' p 407-8 11. Create an annotated flower model with reference to p 414-5 to outline the roles of plant structures 12. Explain how the different structures of a flowering plant maintain the species using a flow diagram. You could add this to the same page as your flower model if there is enough room. 13. Conduct investigation 13.4 ‘Out of the light’ p 412 14. Answer 13.4 Activities questions 6, 7, 8, 9 and 16 on p 413 15. Create an annotated diagram of a whole plant including roots, stems. leaves and flowers. On your diagram you should summarise what each part of the plant does - its function - and HOW its structure helps it perform these functions. Use your text p406-7, p409 and p 414-415 to help find information 16. Watch the video of Elodea under the microscope and record as many qualitative observations as you can. Discuss what you observed with your group and propose explanations for what you saw. What do you think the main component of these cells is? Why?
17. Read 'Introduction to microscopes' in Core Science 4, Chapter 2.1 on page 40-2 and answer the activities questions on page 42. 18. Complete practical investigation 13.3 'Observing epidermal cells' on page 410 and investigation 2.4 'Making a wet mount and applying a stain' p49-50 19. Complete 2.4 Activities questions 1 - 10 on page 50. Extension: Read about Cold Plasma Treatments and explain the main ideas to the class 20. Identify and describe the roles of cell structures and organelles using ‘what do cells do?’ interactive and record in a table Extension: Examine functions of cell structures in detail using ‘inside a cell’ and record in a table 21. Complete Investigation 2.7 ‘Observing Cells’ p 60 and answer 2.8 Activities questions 1 - 6 and 8 on p60 22. Learn how cells were discovered by watching The wacky history of cell theory |
Does everyone have equal access to water?
1. Watch Potlotek dirty drinking water news report 2. Brainstorm different substances that can contaminate drinking water and discuss why this is a problem 3. Watch the life straw video and record as many qualitative observations as you can. Discuss these with your class. 4. Read p 526-528 on safe drinking water in SC4 and complete Practical Investigation 16.3 ‘Modelling a sewage treatment plant’ p529 5. Research methods to further purify water obtained from investigation 16.3 6. Read Oxfam ‘Water for Life’ article and compare the social/ethical impacts in Potlotek v.s. less developed nations 7. Define centrifugation and describe how it used by scientists who work with blood CS4 p 143-144 8. Describe the process of chromatography and complete Practical Investigation 5.7 ‘Separating colours’ p 148 9. Discuss how we can use our scientific knowledge of water to provide everyone with access to the precious drop of life |
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Additional Resources
1) Changes of State
2) The Water Cycle
3) Body Systems
a) Reproductive System - ovaries and testes b) Musculoskeletal System - muscles and skeleton c) Nervous System - brain, spinal cord and nerves d) Excretory System - kidneys and bladder e) Respiratory System - lungs f) Circulatory System - Heart and Arteries g) Digestive System - stomach |
Plants Parts
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Experiment) Transport of Water and Nutrients in Plants
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Parts of the Flower and Dissection of Hibiscus
Textbook Chapters
Chapter 1 Investigating
Chapter 3
Chapter 5
Chapter 14
Chapter 17
Chapter 1 Investigating
Chapter 3
Chapter 5
Chapter 14
Chapter 17