Delia's+Science

Adolescent Problems  ** In your groups, **  ** 1. complete the following table, and paste it into the wikis for all group members: ** ** 2. Find a news item about adolescent problems. Put the link, and a summary IN YOUR WORDS **
 * **Problem** || **Description of the problem** || **Causes of the problem** || **Suggestions to help fix the problem** ||
 * free sex || Free sex because of promiscuity . free sex among adolescents is very much present and without supervision of parents . || usually the causes of free sex is from free association || The parents will be give more attention ||
 * drugs || the addictive substance that can make people addicted . curious to try it and if not considered losers by friends who 've tried drugs. || sometimes because froud of food or other off rings || be careful that were unknown the person or other bids ||
 * smoking || the addictive can make people addicted and cause of death || cancer, and death || Keep away from the children, and the government must be pointedly stared handled in this case ||
 * bullying || it can killed a person . And make people who are not confident || suicide, and throuma || support adolescents that she was not discouraged and that her characteris growing. ||
 * suicide || stress, and he felt herself had ignored or had to do something dangerous . || for adolescents , if she have sex outside of marriage , and she regretted , but in the end in suicide. || keep adolescents that she was not doing an extreme activity that could hurt adolescents . and listen for adolescents confide that he feels in the notice . ||

Unit 3:

(Growth and Development)

**Area of Interaction:**

Human Ingenuity: //What are the consequences?//

**Significant Concept:**

As we grow up we have many changes in our bodies and our lives

**Unit question:**

What responsibilities do we have as we grow up?

**Assessment Task:**

A Powerpoint, to answer the unit question

**Supplementary Questions:**

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;"> **We are born, we grow up, we age, and then we die. Unless disease or trauma occurs, most humans go through the various stages of life described above. Human Development is the process of growing to maturity.**


 * **physical change and increase in size.**
 * **Physical growth is minimal during adulthood.**
 * **Physical changes can growth includes height, weight, bone size, and dentition.**
 * **one of which we have hormones.**
 * **development of the brain become more strong for remember something, but if the age is advanced more quickly forgetful.**
 * [[image:growth-chart-thumb2.jpg]]

<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: #02027e; font-family: 'Comic Sans MS',cursive; font-size: 14px;">**Adolescent physical growth is most rapid growth. Adolescents do not just grow in size (the higher or greater), but also functionally progress, especially the sexual organs or the "puberty". it is marked by the arrival of menstruation in women and wet dreams in men. ** <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;"><span style="color: #02027e; font-family: 'Comic Sans MS',cursive; font-size: 14px;"> **Emotional development in adolescents is characterized by unstable emotions and tumultuous. At this time the mood can change very quickly. Emotional changes are closely related to the maturity of hormones that occur in adolescents. Emotional stress arising from physical changes that occur rapidly and widely during puberty.**

<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?** many adolescents now engaged promiscuity and have tried drugs and fights, even young women are now pregnant out side of marriage. one of the consequences due to lack of attention from parents, who are not supportive environment and their growth is too fast .** <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;"> ** parents should pay more attention to the behavior of children who are growing up. and adolescents should be smart to choose a good association for itself .**

<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="background-color: #ffffff; color: #030768; font-family: 'Comic Sans MS',cursive; font-size: 13px;">** not all media be realistic for teenagers. print media : newspapers, showed a positive impact for youth to expand their knowledge. but were mostly teenagers now moved to read the newspaper to read the comics. it is much less negative impact on comics that are not realistic for teenagers .**

<span style="background-color: #ffffff; color: #030768; display: block; font-family: 'Comic Sans MS',cursive; font-size: 13px; text-align: left;"> ** electronic media also sometimes brings teens to the negative impact of the increase. for example a teenager now permission to go to school by their parents but they instead choseto go to the cafe. and open sites that are not for their age .**

<span style="background-color: #ffffff; color: #030768; display: block; font-family: 'Comic Sans MS',cursive; font-size: 13px; text-align: left;"> ** for the parents must take tougher action to this matter. children grow into teenagers who move requires full attention. environment also affect development of the child .**

<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: #040458; font-family: 'Comic Sans MS',cursive; font-size: 14px;">Adolescent programs : First the parents must look at adolescent and asked what the problem. and than provide adolescent motivational books about learning and about life. and after that adolescents tell to parents about the problem. and give the free adolescent play with a good friends. and just be yourself. and being a good adolescent. **

<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? <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;"><span style="background-color: #f5f5f5; color: #03036d; font-family: 'Comic Sans MS',cursive; font-size: 13px;">** some students are better able to digest the knowledge given to school but some adolescents are less well just leave an ** ** d not absorbed and practiced. science lessons for adolescents thatthey only absorb a vast science behind fear. for example : they are taught that drugs, cigarettes and sex -free, has an extremely dangerous substance and substances have nicotine , but they do not absorb and make it out of their minds , that if they have a horror so they would not do so as a result they have inpromiscuity. but adolescents now just do it without the consent of a parent .**

** Task-Specific Clarification ** – The Senses

You are to make a short comic book about how the senses send information to our brains <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 24px;">Unit 2: <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Area of Interaction:** <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Environments: Where do we live? <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Significant Concept:** <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Our senses provide information about our environment to our brains <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Unit question:** <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">How does our brain find out about where we live? <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Assessment Task:** <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">A short comic book about how the senses send information to our brains



Make a call

<span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Here are the experiment sheets: [|Hearing.docx] [|Taste-smell.docx]  [|touch.docx]  [|sight.docx]


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

<span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 24px;">Unit 1: Transport systems <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Area of Interaction:** <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Health and Social Education – How can I look after myself and others? <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Significant Concept:** <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Knowing how the body receives energy can help us stay healthy <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Unit question:** <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">What knowledge about how the body receives energy can help us stay healthy?

<span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">A 2-3 minute video

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 24px;">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? media type="youtube" key="UaqISEs_uj0" width="425" height="350"media type="youtube" key="arKj1xgWHZo" width="425" height="350"
 * 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: • 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 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 ||
 * ** B Communication in Science **
 * ** C Knowledge and understanding of Science **
 * ** E Processing data **
 * ** F Attitudes in Science **

<span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 24px;">Unit 1: Transport systems <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Area of Interaction:** <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Health and Social Education – How can I look after myself and others? <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Significant Concept:** <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Knowing how the body receives energy can help us stay healthy <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Unit question:** <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">What knowledge about how the body receives energy can help us stay healthy?

<span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">A 2-3 minute video

<span style="color: #ff00ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 24px;">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 **


 * Google Translation: **

Dalam kelompok, Andaharus menghasilkanvideo2-3 menitatau Powerpointyang menjawabpertanyaan :

Bagaimanapengetahuan tentangbagaimana tubuhmenerima energidapat membantu kitatetap sehat ?

•Bagaimana kitamendapatkan energidari makanan ?

•Bagaimanamakanan&oksigendiangkutseluruh tubuh ?

•Berapa banyak energiyang kita butuhkan?

•Berapa banyakkita gunakan?

•Bagaimanatubuhmenghilangkan limbah ?

•Apakah komponen-komponenyang bergunadari makanan, dan bagaimanamereka mempengaruhitubuh ?

Videoharus memberikansaran tentang bagaimanapengetahuan tentangbagaimana tubuhakanenergi dapatmembantu kitauntuk tetaphelathy. Hal ini juga harusdisertaioleh laporanindividumasing-masing kelompokpercobaan yangtidak. 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. || Anda belummenunjukkansalah satu darideskriptor || Anda mengidentifikasi bagaimanamengetahui tentangbagaimana tubuhakanenergiditerapkan untuk meningkatkankesehatan kita. Anda menyatakanbeberapa manfaatdan keterbatasanmengetahui tentangbagaimana tubuhmendapatenergidalam meningkatkan kesehatan. || Anda mengidentifikasi bagaimanamengetahui tentangbagaimana tubuhakanenergiditerapkanuntuk untukmeningkatkankesehatan kita. Anda mengidentifikasibeberapa manfaatdan keterbatasanmengetahui tentangbagaimana tubuhmendapatenergidalam meningkatkan kesehatan. Andamengomentaricara-cara yangmengetahui tentangbagaimana tubuhmendapatkanenergi yangmempengaruhi kehidupan, masyarakat dan dunia. || Anda menjelaskan bagaimanamengetahui tentangbagaimana tubuhakanenergiditerapkanuntuk untukmeningkatkankesehatan kita. Anda menguraikanbeberapa manfaatdan keterbatasanmengetahui tentangbagaimana tubuhmendapatenergidalam meningkatkan kesehatan. Anda mengidentifikasibagaimanamengetahui tentangbagaimana tubuhmendapatkanenergi adalahbagian daridunia yang merekahidup di dalam danmengomentaricara-cara yangmengetahui tentangbagaimana tubuhmendapatkanenergi yangmempengaruhi kehidupan, masyarakat dan dunia. || 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. || Anda belummenunjukkansalah satu darideskriptor || Anda mencoba untuk mengkomunikasikaninformasi tentangbagaimana tubuhmendapatkanenergi yangmenggunakan beberapabahasa ilmiahpada tingkat yang sesuai. Andamenyajikan beberapainformasimenggunakan beberapafoto dandiagramsaatsesuai denganbimbingan.Anda mencobauntuk mengakuisumberinformasi tetapiinitidak akurat. || Anda mengkomunikasikan informasitentangbagaimana tubuhmendapatkanenergi menggunakanbahasa ilmiahpada tingkat yang sesuai. Andaini sebagian besarinformasi yangtepatmenggunakan foto dandiagrampada tingkatkompleksitassesuaidengan petunjuk. Anda mengakuisumber informasitepat. || Anda mengkomunikasikan informasitentangbagaimana tubuhmendapatkanenergi secara efektifmenggunakanbahasa ilmiahdengan benarpada tingkat yang sesuai. Anda hadirsemua informasi yangtepatmenggunakan foto dandiagramsecara akuratsesuai dengantugaspada tingkatyang sesuaikompleksitasdengan bimbingan. Anda mengakuisumber informasitepat. || 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. || Anda belummenunjukkansalah satu darideskriptor || Anda ingat beberapa ideilmiah dankonsep tentangbagaimana tubuhmendapatkanenergi danmenerapkanmasalah kesehatanmembaik. || Anda menjelaskan ide-ideilmiah dankonsep tentangbagaimana tubuhmendapatkanenergi danmenerapkan pemahamanilmiah untukmasalah kesehatanmproving. Anda mengidentifikasikomponendasarilmiah, hubungan danpola. Anda memberikanpenjelasanyang menunjukkanpemahaman. || Anda menjelaskan ide-ideilmiah dankonsep tentangbagaimana tubuhmendapatkanenergi danmenerapkan pemahamanilmiah untukmasalah kesehatanmproving. Anda mengidentifikasikomponenilmiah dasar, hubungan danpola danmembuat penilaianilmiahdidukung. || 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. || Anda belummenunjukkansalah satu darideskriptor || Dengan bimbingan, Anda mencoba untukmengidentifikasi tujuanproyek danmembuat referensike variabeltetapi initidak lengkapatau tidaksepenuhnya dikembangkan. Metodeyang disarankanadalahsebagian lengkap. Komentar tentangmetode ini adalahbaiktidak adaatau tidak lengkap. || Dengan bimbingan, Anda mengidentifikasitujuanproyek, membuathipotesissederhana.Anda mengidentifikasibeberapavariabel dankontrol darieksperimendengan bantuan. Mereka menggambarkansebuah metode sederhana. Anda mencoba untukmengomentarimetode, hasil, dansaran perbaikan , tetapi merekatidak sepenuhnyadikembangkan untuktingkat ini. || Dengan bimbingan, Anda mengidentifikasitujuanpenyelidikan, membuathipotesissederhana danmenjelaskannyamenggunakan penalaransederhana.Anda mengidentifikasivariabel dankontrol daribantuanpercobaanswith. Mereka menggambarkansebuah metode sederhana. Anda komentarpada kualitasmetode danhasildengan bantuan. Anda menyarankanperbaikanmetode, dengan bimbingan. || 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 || Anda belummenunjukkansalah satu darideskriptor || Dengan bimbingan, Andamengatur dan menyajikandata menggunakandiagrambentuknumerik atausederhana danmenarikkesimpulan yangjelas. || Dengan bimbingan, Anda mengatur danmengubah datamenjadi bentuknumerik dan diagramdan hadirdengan cara yangsesuai denganunitpengukuran.Anda menggambarsebuah kesimpulanyang tepatberdasarkan data, dengan bantuan. || Dengan bimbingan, Anda mengatur danmengubah datamenjadi bentuknumerik dan diagramdan hadirsecara logisdan jelas. Datadisajikan dalamcara yang tepatdengan unitpengukuran.Anda mengidentifikasitren, polaatau hubungan , dengan bimbingan , dan menarikkesimpulanyang tepatberdasarkan data , dengan bantuan. || 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. || Anda belummenunjukkansalah satu darideskriptor || Anda membutuhkan bimbingandan pengawasanteratursaat menggunakanperalatan laboratorium. Anda dapat bekerjadengan aman danbekerjasama denganorang lain, tetapimembutuhkan pengingat. || Anda menggunakan peralatan yang palingkompetentetapi memerlukanbimbinganteratur;pada kesempatanyang palingmemperhatikan keselamatandan bekerjasecara bertanggung jawabdenganhidupdan non - lingkungan hidup. Anda biasanyabekerja samadengan baik dengansiswa lain, dengan beberapa petunjuk. || Anda dapat bekerja secara independen ; dengan peralatanpanduanpenggunaan denganpresisidan keterampilan ; memperhatikankeselamatan danbertanggung jawabmenanganidenganyang hidupdan non - lingkungan hidup. Anda secara konsistenbekerja secara efektifsebagai bagian dari tim, dengan dipandudalamberkolaborasi denganorang lain danmenghormatipandangan mereka. ||
 * || 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 **