Rani's+Science

Unit 1: Transport systems **Area of Interaction:** Health and Social Education – How can I look after myself and others? **Significant Concept:** Knowing how the body receives energy can help us stay healthy **Unit question:** What knowledge about how the body receives energy can help us stay healthy?

A 2-3 minute video

= **Here are the experiments for this unit:** = [|Transport Systems Experiments.docx]

**This is what you must do for your Summative Assessment:**

** Task-Specific Clarification ** – Modified Criteria

In groups, you must produce a 2-3 minute video or Powerpoint that answers the questions:

What knowledge about how the body receives energy can help us stay healthy? The video should provide suggestions about how knowledge of how the body gets energy can help us to stay helathy. It should also be accompanied by individual reports of experiments that each group does.
 * How do we get energy from food?
 * How are food & oxygen transported around the body?
 * How much energy do we need?
 * How much do we use?
 * How does the body eliminate waste?
 * What are the useful components of food, and how do they affect the body?

At the end of the unit, students should be able to: • describe and discuss ways in which Science is applied and used to solve local and global problems • describe and evaluate the benefits and limitations of Science and scientific applications as well as their effect on life and society • discuss how Science and technology are interdependent and assist each other in the development of knowledge and technological applications • discuss how Science and its applications interact with social, economic, political, environmental, cultural and ethical factors. || You have not demonstrated any of the descriptors || You **identify** how knowing about how the body gets energy is applied to improving our health. You **state some** of the benefits**and** limitations of knowing about how the body gets energy in improving health. || You **identify** how knowing about how the body gets energy is applied to to improving our health. You **identify some** of the benefits**and** limitations of knowing about how the body gets energy in improving health. You**comment** on ways in which knowing about how the body gets energy affects life, society and the world. || You **outline** how knowing about how the body gets energy is applied to to improving our health. You **outline some** of the benefits **and** limitations of knowing about how the body gets energy in improving health. You**identify** how knowing about how the body gets energy is part of the world they live in and **comment** on ways in which knowing about how the body gets energy affects life, society and the world. || At the end of the unit, students should be able to: • communicate scientific information using a range of scientific language • communicate scientific information using appropriate modes of communication • present scientific information in a variety of formats, acknowledging sources as appropriate • demonstrate honesty when handling data and information, acknowledging sources as appropriate • use where appropriate a range of information and communication technology applications to access, process and communicate scientific information. || You have not demonstrated any of the descriptors || You **attempt** to communicate information about how the body gets energy using**some scientific** ** language ** at an appropriate level. You present some of the information using some photos and diagrams when appropriate with**guidance.**You **attempt** to acknowledge sources of information but this is**inaccurate**. || You communicate information about how the body gets energy using **scientific** ** language ** at an appropriate level. You present most of the information appropriatelyusing photos and diagrams at a **suitable level of complexity** with **guidance.**You acknowledge sources of information **appropriately**. || You communicate information about how the body gets energy **effectively** using **scientific** ** language correctly ** at an appropriate level. You present all the information appropriatelyusing photos and diagrams accurately according to the task at a **suitable level of complexity**with **guidance.**You acknowledge sources of information**appropriately**. || At the end of the unit, students should be able to: • recognize and recall scientific information • explain and apply scientific information to solve problems in familiar and unfamiliar situations • analyse scientific information by identifying components, relationships and patterns, both in experimental data and ideas • discuss and evaluate scientific information from different sources (Internet, newspaper articles, scientific texts and publications) and assess its credibility. || You have not demonstrated any of the descriptors || You **recall** some scientific ideas and concepts about how the body gets energy and apply these toimproving **health problems**. || You **explain** scientific ideas and concepts about how the body gets energy and apply scientificunderstanding to mproving **health problems.** You **identify** basic scientific components, relationships and patterns. You provide an **explanation** that shows understanding. || You **explain** scientific ideas and concepts about how the body gets energy and apply scientificunderstanding to mproving **health problems**. You **identify** basic scientific components, relationships and patterns and make**scientifically supported judgments**. || At the end of this unit, students should be able to: • state a focused problem or research question to be tested by a scientific investigation • formulate a testable hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed, and the way in which the data is to be collected and processed • evaluate the validity and reliability of the method • judge the validity of the hypothesis based on the outcome of the investigation • suggest improvements to the method or further inquiry, when relevant. || You have not demonstrated any of the descriptors || With guidance, you **attempt to identify** the purpose of the project and makereferences to variables but these are**incomplete** or not fully developed. Themethod suggested is **partially complete**. The **comments** about the method **are** ** either absent or incomplete **. || With guidance, you **identify** the purpose of the project, **make a simple hypothesis**. You identify **some** of the variables and controls of the experiments with assistance. They describe a simple method. You attempt to comment on the methods, results, and suggested improvements, but they are not fully developed for this level. || With guidance, you **identify** the purpose of the investigation, **make a simple hypothesis** and **explain** it using simple reasoning. You identify the variables and controls of the experiment swith assistance. They describe a simple method. You comment on the quality of the method and the results with help. You suggest improvements to the methods, with guidance. || At the end of the unit, students should be able to: • collect and record data using appropriate units of measurement • organize and transform data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts) • present data in a variety of ways using appropriate communication modes and conventions (units of measurement) • analyse and interpret data by identifying trends, patterns and relationships • draw conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data || You have not demonstrated any of the descriptors || With guidance, you **organize** and present data using **simple** ** numerical or **** diagrammatic forms ** and draw an**obvious conclusion**. || With guidance, you organize and transform data into numerical and diagrammaticforms and present it in appropriate wayswith units of measurement. You **draw** an **appropriate conclusion** based on the data, with help. || With guidance, you organize and transform data into numerical and diagrammaticforms and present it logically and clearly. The data is presented in appropriate ways with units of measurement. You**identify** trends, patterns or relationships**, with guidance**, and draw an **appropriate conclusion** based on the data, with help. || During the unit, students should: • carry out scientific investigations using materials and techniques safely and skillfully • work effectively as members of a team, collaborating, acknowledging and supporting others as well as ensuring a safe working environment • show respect for themselves and others, and deal responsibly with the living and non-living environment. || You have not demonstrated any of the descriptors || You require **regular guidance**and ** supervision ** when using laboratoryequipment. You can work safely and cooperate with others but **need reminders**. || You use most equipment competently but might require **regular** ** guidanc ** e; on most occasions **pay attention to safety** and work responsiblywith the living and non-living environment. You **generally cooperate** well with other students, with some guidance. || You are able to **work independently**; with guidance use equipment with precision andskill; **pay close attention to safety** and deal responsibly with the living andnon-living environment. You consistently **work effectively as part of** ** a team **, by being guided into collaborating with others and respecting their views. || =
 * || 0 || 1-2 || 3-4 || 5-6 ||
 * ** A One world **
 * ** B Communication in Science **
 * ** C Knowledge and understanding of Science **
 * ** Criterion D: Scientific Inquiry **
 * ** E Processing data **
 * ** F Attitudes in Science **

= = UNIT 2 = media type="youtube" key="D0UaBBUFcus" width="425" height="350" media type="youtube" key="rtwxPKL1-wA" width="425" height="350" **Area of Interaction:** Environments: Where do we live? Our senses provide information about our environment to our brains How does our brain find out about where we live? A short comic book about how the senses send information to our brains
 * Significant Concept:**
 * Unit question:**
 * Assessment Task:**



Make a call

Here are the experiment sheets:  [|Hearing.docx] [|Taste-smell.docx]  [|touch.docx]  [|sight.docx]

** Watch this video, about how our brains see colour: Pink **

** Task-Specific Clarification ** – The Senses

 You are to make a short comic book about how the senses send information to our brains

At the end of the unit, students should be able to: • communicate scientific information using a range of scientific language • communicate scientific information using appropriate modes of communication • present scientific information in a variety of formats, acknowledging sources as appropriate • demonstrate honesty when handling data and information, acknowledging sources as appropriate • use where appropriate a range of information and communication technology applications to access, process and communicate scientific information. || You have not demonstrated any of the descriptors || You **attempt** to communicate scientific information using **some scientific** ** language ** at an appropriate level. You present some of the information using pictures and words**.**You **attempt** to acknowledge sources of information but this is**inaccurate**. || You communicate scientific information using **scientific** ** language ** at an appropriate level. You present most of the information in an interesting way.You acknowledge sources of information **appropriately**. || You communicate scientific information **effectively** using**scientific** ** language correctly ** at an appropriate level. You present all the information in a very interesting way.You acknowledge sources of information **appropriately**. || At the end of the unit, students should be able to: • recognize and recall scientific information • explain and apply scientific information to solve problems in familiar and unfamiliar situations • analyse scientific information by identifying components, relationships and patterns, both in experimental data and ideas • discuss and evaluate scientific information from different sources (Internet, newspaper articles, scientific texts and publications) and assess its credibility. || You have not demonstrated any of the descriptors || Your comic book **recalls** some scientific ideas and concepts. || Your comic book **explains** scientific ideas and concepts You **identify** basic scientific components, relationships and patterns. You provide an **explanation** that shows understanding. || Your comic book **explains** scientific ideas and**.** You **identify**basic scientific components, relationships and patterns and make **scientifically supported judgments**. || At the end of the unit, students should be able to: • collect and record data using appropriate units of measurement • organize and transform data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts) • present data in a variety of ways using appropriate communication modes and conventions (units of measurement) • analyse and interpret data by identifying trends, patterns and relationships • draw conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data || You have not demonstrated any of the descriptors || With guidance, you **organize** and present data in your comic book using using numbers, graphs and/or pictures and draw an **obvious conclusion**. || With guidance, you organize and transform data in your comic book using numbers, graphs and/or pictures and present it in appropriate wayswith units of measurement. You **draw** an **appropriate conclusion** based on the information, with help. || With guidance, you organize and transform data in your comic book using numbers, graphs and/or pictures and present it logically and clearly. The information is presented in appropriate ways with units of measurement. You **identify**trends, patterns or relationships**, with guidance**, and draw an **appropriate conclusion** based on the information, with help. || During the unit, students should: • carry out scientific investigations using materials and techniques safely and skillfully • work effectively as members of a team, collaborating, acknowledging and supporting others as well as ensuring a safe working environment • show respect for themselves and others, and deal responsibly with the living and non-living environment. || You have not demonstrated any of the descriptors || You require **regular guidance**and ** supervision ** when using laboratoryequipment. You can work safely and cooperate with others but **need reminders**. || You use most equipment competently but might require **regular** ** guidanc ** e; on most occasions **pay attention to safety** and work responsiblywith the living and non-living environment. You **generally cooperate** well with other students, with some guidance. || * You are able to ** work independently ** ; with guidance use equipment with precision and skill; ** pay close attention to safety ** and deal responsibly with the living and non-living environment. You consistently ** work effectively as part of **** a team **, by being guided into collaborating with others and respecting their views. ||
 * || 0 || 1-2 || 3-4 || 5-6 ||
 * ** B Communication in Science **
 * ** C Knowledge and understanding of Science **
 * ** E Processing data **
 * ** F Attitudes in Science **

=Unit 3: =

**Area of Interaction:**
<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">Human Ingenuity: //What are the consequences?// <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">**Significant Concept:** <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">As we grow up we have many changes in our bodies and our lives <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">**Unit question:** <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">What responsibilities do we have as we grow up? <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">**Assessment Task:** <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">A Powerpoint, to answer the unit question

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">**Supplementary Questions:** <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">What are the physical changes that take place as we grow from babies to adults? <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">What causes many of the emotional changes that happen in adolescence? <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">What are the problems that many teenagers have, and what do you think are the causes? Can you suggest some solutions? <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">Do you think that the media gives a realistic view of the behaviour of teenagers? Give reasons for your opinion. <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">How would you design a program that would help young people to avoid problems? <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">Is Science able to give us the ability to prevent teenage problems?

media type="youtube" key="SjubCrBVWrQ" width="382" height="315" This YouTube about Human Ingenuity

Period of Toddlers and Children
== At birth a baby has to have an organ like adults, but the organs possessed by an infant not yet as strong as adults. For example, the foot: a baby is not biased stand upright like an adult and hand: a baby can not hold very well as adults. As we get older, the baby's organs will also be developed. == == At the age of 1 or 2 years, the baby will start learning to walk and control the functions of limbs such as hands, feet, mouth, brain and other organs. Organs will be more mature at the age of the children. At the time of school entry age (about 5 years), development of organs of children are usually already quite mature, except for reproductive organs. ==

Adolescence or Pubertal
== Pubertal period is the period of reproductive organs reach maturity. Pubertal period usually begins at age 8 to 10 years and ended more or less at age 15 to 16 years. During pubertal traits usually teenage boys are starting to grow Adam's apple, voice changes become larger and heavier, grow a mustache or beard, grow hair on chest, legs, and underarms. At the adolescent female traits are widened hips, sounds more shrill, sometimes followed by appearance of acne on the face, and became interested in the opposite sex. ==

Solution:
->

>Baby

--->Kids

--->Adolescent -> Old = = = = = = = = = = = = = Resources := []