Career planning powerpoint template

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Transcript: Understanding Carbon: Unit Plan Understanding Carbon: Unit Plan To be scientifically literate and informed individuals, students require the knowledge and skills to ask questions, challenge claims and make evidence-based decisions. In this unit, students build on understanding from Year 8 of the model of an atom and describe the role of natural radioactive decay in the creation of stable atoms. They plan and conduct experiments to demonstrate the law of conservation of mass and use word and simple balanced chemical equations to demonstrate this understanding. They rearrange atoms in chemical equations to represent reactions including photosynthesis and cellular respiration. The focus then shifts to exploring the movement of carbon through Earth’s spheres, with students identifying the scientific knowledge needed to interpret data on atmospheric carbon. They explain how peer-reviewed scientific publications contribute to understanding of the carbon cycle. Students analyse data to explain the movement of carbon within and between Earth’s systems. They develop their digital literacy as they acquire, locate and interpret data, building the skills needed for Year 10. Curriculum Curriculum Achievement Standards TERM 1 By the end of Year 9 students explain how body systems provide a coordinated response to stimuli. They describe how the processes of sexual and asexual reproduction enable survival of the species. They explain how interactions within and between Earth’s spheres affect the carbon cycle. They analyse energy conservation in simple systems and apply wave and particle models to describe energy transfer. They explain observable chemical processes in terms of changes in atomic structure, atomic rearrangement and mass. Students explain the role of publication and peer review in the development of scientific knowledge and explain the relationship between science, technologies and engineering. They analyse the different ways in which science and society are interconnected. Students plan and conduct safe, reproducible investigations to test or identify relationships and models. They describe how they have addressed any ethical and intercultural considerations when generating or using primary and secondary data. They select and use equipment to generate and record replicable data with precision. They select and construct appropriate representations to organise, process and summarise data and information. They analyse and connect data and information to identify and explain patterns, trends, relationships and anomalies. They analyse the impact of assumptions and sources of error in methods and evaluate the validity of conclusions and claims. They construct logical arguments based on evidence to support conclusions and evaluate claims. They select and use content, language and text features effectively to achieve their purpose when communicating their ideas, findings and arguments to specific audiences. TERM 2 By the end of Year 9 students explain how body systems provide a coordinated response to stimuli. They describe how the processes of sexual and asexual reproduction enable survival of the species. They explain how interactions within and between Earth’s spheres affect the carbon cycle. They analyse energy conservation in simple systems and apply wave and particle models to describe energy transfer. They explain observable chemical processes in terms of changes in atomic structure, atomic rearrangement and mass. Students explain the role of publication and peer review in the development of scientific knowledge and explain the relationship between science, technologies and engineering. They analyse the different ways in which science and society are interconnected. Students plan and conduct safe, reproducible investigations to test or identify relationships and models. They describe how they have addressed any ethical and intercultural considerations when generating or using primary and secondary data. They select and use equipment to generate and record replicable data with precision. They select and construct appropriate representations to organise, process and summarise data and information. They analyse and connect data and information to identify and explain patterns, trends, relationships and anomalies. They analyse the impact of assumptions and sources of error in methods and evaluate the validity of conclusions and claims. They construct logical arguments based on evidence to support conclusions and evaluate claims. They select and use content, language and text features effectively to achieve their purpose when communicating their ideas, findings and arguments to specific audiences. Content Descriptors SCIENCE UNDERSTANDING represent the carbon cycle and examine how key processes including combustion, photosynthesis and respiration rely on interactions between Earth’s spheres (the geosphere, biosphere, hydrosphere and atmosphere) AC9S9U03 explain how the model of the atom changed following the Rubrics

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