Phase Work Schedules -...
Transcript of Phase Work Schedules -...
Seni
or P
hase
W
ork
Sche
dule
s
Grade
8
Natural Sciences
FOREWORD Following a comprehensive review of the implementation of the National Curriculum Statement, undertaken by a Ministerial Panel of Experts, the Minister of Basic Education, Ms Angie Motshekga, MP, has announced certain changes that will be introduced from 2010. The implications of the national process suggest that the WCED work schedules can be used. These are guidelines, and should be used as such. Best Wishes
Dr. S. Naicker, Chief Director: Curriculum Development
NATURAL SCIENCES SENIOR PHASE
WORK SCHEDULE AND TEACHER’S GUIDE
The Natural Sciences Work Schedule and the Teachers’ Guide provide support to teachers to implement the NCS. This is not a policy document but is a resource for teachers. The Work Schedule and the Teachers’ Guide follow the same weekly plan for each grade. The Work Schedule
• This broad framework offers a selection of content (Learning Outcomes and Core Knowledge and Concepts) for each grade 7-9.
• The Work Schedule gives a week by week outline of the content, and the assessment focus. • It works towards all three NS Learning Outcomes and covers all the assessment standards. • It covers all the Core Knowledge and Concepts in the four strands of the Natural Sciences.
The Teacher’s Guide
• The teacher’s guide elaborates and elucidates the outline given in the Work Schedule week by week in each grade.
• It gives a wide variety of lessons which build up to various assessment tasks related to the NS Learning Outcomes.
• It gives further detail of the concepts to be taught and methods to be used. • It also details the integration possibilities between the NS strands as well as between the
different Learning Areas. How to use the Work Schedule and Teacher’s Guide We recommend that:
• Teachers use these documents to support their own plans and incorporate what they find useful. • Teachers adapt the programme to the pace of their learners. • Teachers choose what is suitable to their context and what is manageable in their classroom. • Teachers should plan their assessment programme in advance for each term according to their
own teaching pace. • Teachers should integrate content wherever it is appropriate. • Teachers should consult the National Curriculum Statement Policy - Document as a reference to
the learning outcomes, assessment standards and prescribed content knowledge. • Teachers should make sure that learners use correct scientific terminology as stated in the work
schedules. • Teachers should use mind maps / concept maps / flow charts / diagrams, etc as part of their
teaching strategy to make sure that learners are sure in which context they are learning. • Teachers should address and develop among learners a range of process skills effectively (e.g.,
observing and comparing, measuring & estimating, classifying, questioning, hypothesising, recording information in tables and graphs, predicting, experimenting communicating what they see, draw graphs, etc.), that will develop their ability to be objective, think and reason in a variety of ways.
ACKNOWLEDGEMENTS
Sincere thanks to the teachers and curriculum advisers who have developed the work schedule for the Senior Phase. Directorate Curriculum: GET
- 1 -
NATURAL SCIENCE GRADE 8 TERM 1
ENERGY AND CHANGE
WK LO & AS
ASSESSSMENT STANDARDS & CORE TEACHING TG
1
LO 1-3
LO 1, 2
8.1.1 8.1.2 8.1.3 8.2.4
Briefly revise the following concepts
o Energy Sources (potential energy) o Energy Transfers (kinetic energy) o Energy conversions (potential energy to kinetic energy) o Energy Systems
Investigative Process Skills Explain the following concepts and process skills with examples where
necessary: o Observation and Comparing o Selecting and using appropriate equipment, technology, tools and
metric system units of measurement o Making observations o Scientific Apparatus o Measuring ,Estimating o Recording Information, Graphs, Tables o Sorting and Classifying o Predicting o Designing an experiment o Developing a testable question o Researching scientific literature o Identifying the independent and the dependent variables o Communicating methods used to collect, analyse and interpret data o Answering a question o Hypothesising
Apply conceptual knowledge to following process skills: o measuring o predicting o estimating o recording o sorting and classifying
Wk 1
2
LO 2
8.2.1 8.2.2 8.2.4
Energy Sources
Explain the following concepts with examples: o Energy sources o Renewable sources of energy e.g. Sun, wind and water o Non- renewable sources of energy e.g. Coal, Crude oil, Natural gas o Fuels o Renewable fuels o Fossil fuels o Fossilisation o Solar energy o Water (Hydro) o Wind
Wk 2
- 2 -
Discuss the renewable and the non renewable energy sources:
o Why is the sun, water, wind, food classified as renewable energy source?
o Why coal, crude oil, natural gas is classified as non renewable energy source?
Explain how to make the best use of the energy from Sun, water, wind,
crude oil, coal and natural gas in: o Generating electricity o The process of photosynthesis
Describe fuels i.e.
o Fossil fuels (paraffin, petroleum gas, petrol, coal) o Uranium o Wood
Categorise sources of energy into renewable and non-renewable i.e.
o How cost efficient it is. o Availability. o Degree of cleanliness.
Interpret information on how energy is transferred in systems using
various sources e.g. tables, diagram, charts, pictures. Apply the concept of energy flow in the system to explain:
o How electricity is generated. o Photosynthesis in plants.
Describe the process of fossilisation of plants and animals remains into crude oil, coal, etc.
3
LO 2, 3
8.2.1 8.2.3 8.2.4 8.3.1 8.3.2
Electricity and development in South Africa
Explain the following concepts: o Electricity o Development o Poverty o Relief o Energy supply o Electrification o Electrical energy
Discuss electricity: o Explain why electrification is essential for the development in South
Africa. o Explain how relief of poverty depends on electricity in South Africa.
Apply the concept of electrification to explain: o How electricity has improved people’s lives in rural areas of South
Africa. o Electricity as an energy source in South Africa.
Wk 3
- 3 -
4
LO 2,3
8.2.1 8.2.2 8.2.4
8.3.2
Electricity supply
Describe the following concepts with examples: o Electricity supply o Generator o Turbine o Systems o Burning gas o Burning coal o Falling water o Nuclear reactions o Environmental o Global environment o Local environment o Pollutants o Non-pollutants
Explain why large-scale electricity supply depends on generating
system which use a few energy sources: o Burning coal o Nuclear reactions o Burning natural gas o Falling water (hydro-electric energy)
Use diagrams to illustrate how the coal-fired power stations generate
electricity; nuclear power station generates electricity; hydro-electric power station and gas power station.
Compare the amount of energy released by different energy sources
used in generating electricity. o Burning coal o Nuclear reactions o Burning natural gas o Falling water
Discuss the environmental implications from use of any these sources
o Release of greenhouse gases o Loss of water o Acid rain o Damage of human lungs and causing breathing problems o Destruction agricultural land and natural habitat of plants and
animals o Release of radioactive waste
Apply the concept of burning fuels in generating electricity to the global warming, destruction of ozone layer in the stratosphere.
Wk 4
- 4 -
5
LO 2
8.2.1 8.2.2 8.2.4
Briefly revise:
o Adaptation o Biodiversity o Ecosystem o Environment o Food chain o Food pyramid o Habitat o Interdependence o Invertebrate o Species o Vertebrate
Classification of organisms
Introduce and explain the following concepts with examples: o Classify o Organism o Diversity o Vertebrates o Invertebrates o Amphibians o Birds o Reptiles o Fish o Mammals
Explain the reason for having to classify plants and animals into groups.
Explain how to use a classification system (e.g. dichotomous key).
Apply the classification system to familiar and unfamiliar organisms
(e.g. distinguish between different classes of vertebrates).
Wk 5
6
Formal Assessment Task 1 - ENERGY AND CHANGE
Wk 6
7
LO
1, 2, 3
8.2.1 8.2.2 8.2.3 8.2.4
8.1.1 8.1.2 8.1.3
8.3.1
Biodiversity
Introduce and explain the following concepts with examples: o Biodiversity o Capacity of ecosystems o Environment o Alien species o Over-consumption o Sustainability o Endangered species o Extinct species o Abiotic factors o Biotic factors
Wk 7
- 5 -
Discuss and explain (e.g.
o Extinct and endangered species o Capacity of environment to sustain species, etc.).
Find patterns / trends on data on population size (e.g.:
o How the total number of a species decreased until it became endangered
o How long will it take for an endangered species to become either restored or extinct, etc.).
Discuss ways in which the effect of alien species on our ecosystems can be limited (e.g. the use of biological control, etc.).
Design an investigation to determine the effect of human activity on the
biodiversity on the school grounds. o Identify factors considered for investigation (e.g. address focus
questions) o Plans ways to collect and record the data across a range of values
(e.g. types of plants, number of examples). o Collects information as accurately as the investigation purposes
require. o Communicate the gathered data in the form of tables, graphs etc o Evaluate data and generalises in terms of relevant aspects o Describe how the data supports the generalisation
8
LO 1, 2, 3
8.2.1 8.2.2 8.2.3 8.2.4
8.1.1 8.1.2 8.1.3
8.3.1 8.3.2
Ecosystems
Introduce and explain the following concepts with examples:
o Ecosystem o Food web o Competition o Population o Biodiversity o Sustainable development o Carnivore o Herbivore o Producer o Consumer
Classifies living organisms according to their feeding methods and use
this information to draw a food web.
Find patterns / trends on data on (e.g.: the effect of pollution on the Earth’s temperature and the consequent effect on the size of certain species).
Compare terrestrial with an ocean ecosystem.
Explain ways in which people can use biodiversity knowledge to earn
an income through tourism etc.
Discuss and explain the following complex facts with respect to e.g..: o Sustainable use of tropical forests, oceans, etc. o Traditional agriculture, etc.)
Wk 8
- 6 -
Discuss the ways in which sustainable practices will benefit people
today and in the future.
Plans investigations to proof that plants are in constant competition for food and water in order to survive o Identify factors considered for investigation (e.g. competition
amongst plants for water, light, etc.) o Plans ways to collect and record the data across a range of values
(e.g. types of plants, number of examples). o Collects information as accurately as the investigation purposes
require. o Communicate the gathered data in the form of tables, graphs etc o Evaluate data and generalises in terms of relevant aspects o Describe how the data supports the generalization
9
LO 1-
3
FORMAL ASSESSMENT TASK 2
Wk 9
10
LO 1-
3
7.1.1 to
7.3.1
Proposed themes for consolidation of work:
o Energy transfers in Systems o Energy Sources o Classification of organisms o Biodiversity o Ecosystems
Wk 10
- 7 -
NATURAL SCIENCE GRADE 8 TERM 2
MATTER AND MATERIALS
WK LO & AS
ASSESSSMENT STANDARDS & CORE TEACHING TG
1
LO 1, 2
8.1.1 8.1.2 8.1.3
8.2.1
8.2.4
The particle model of matter
Introduce and explain the following concepts with examples: o the particle model of matter o melting o evaporation o condensation o solidification o sublimation o diffusion
Explain the above concepts in relation to phases of matter using examples. Eg. o Sublimation ( the use of naphthalinein toilets) o Condensation ( the formation of water on the windows in the
mornings) o Solidification ( the formation of ice in the freezer) o Melting ( the melting of ice)
Explain that all solids consist of particles. Explain that if solid particles melt into liquids then liquids must consist of
particles. Explain that if solid particles sublimate into gases then gases must also
consist on particles. Design an investigation to determine the effect of heating on ice.
o Plan a simple test to investigate the above concept. o Decide on which variables to control to make it a fair test o Use various equipment (e.g. Bunsen burner, thermometer, beaker,
etc.) to collect and record data. o Communicate the gathered data in the form of tables and a graph. o Evaluate data generalise into relevant aspects o Communicate how effective the methods were.
Applies conceptual knowledge to predict the shape of the graph if the water (ice) is replaced by alcohol.
Wk 1
2
LO 2
The periodic table.
Introduce and explain the following concepts with examples: o Periodic table o Groups o Periods o Alkaline metals o Alkaline earth metals
Wk 2
- 8 -
o Halogens o Noble gases o Transition metals o Families o Chemical symbol o Atomic number o Mass number
Discuss the structure of the periodic table by referring to the:
o Position of metals and non metals. o Groups and periods. o Identify elements using their atomic number (Z) o Differentiating between families and periods
Describe the arrangement of elements in periodic table and how it was developed e.g. o Originally according to mass. Later according to atomic structure,
noble gases, etc.
Describe how electrons are located in different energy levels in an atom and how outer electrons determine its chemical properties.
Use the energy level or shell model of electron structure to write the electron configurations for the first twenty elements (Na 2, 8, 1)
Explain the relationship between: Position on the Periodic Table and number of valence electrons of
elements in groups 1, 2 and 13–18 The number of valence electrons and chemical properties of elements in
groups 1, 2 and 13–18 Explain the formation of positive and negative ions for elements in
groups 1, 2 and 13–18. Name the groups with specific names and define their positions on the
table e.g. o Alkaline metals o alkaline earth metals o halogens o noble gases o transition metals
3-4
LO2
8.2.1
8.2.4 8.2.1
Elements and compounds (decomposition reactions)
Introduce and explain the following concepts with examples: o Chemical reaction o Chemical word equation o Decomposition reactions o Elements o Compounds o Pure substance o Decomposition o Electrolysis o Electrode o Electrolyte o Electroplating
Wk 3-
4
- 9 -
Interpret the chemical formula by identifying the number of atoms in a
chemical formula Explain how the formulae of simple familiar compounds are written Describe how to write (e.g.: word equations, chemical reactions,
symbols used in a chemical equation and products given such as +, →, etc.)
Identify and name the reactant/s or product/s given an incomplete word equation.
Explain a procedure of writing word chemical word equations. e.g. Hydrogen reacts with oxygen to form water
hydrogen + oxygen → water
Explain the concept of a decomposition reaction. Demonstrate the following decomposition reactions.
o Decomposition of Ammonium carbonate by heating o Decomposition of Copper Chloride by electrolysis o Decomposition of water using a Hoffman’s voltammeter.
Explain the complex fact that decomposition reactions require energy. Apply their conceptual knowledge by writing chemical word equations
for the decomposition reactions e.g. o ammonium carbonate → ammonia + carbon dioxide
State and explain the law of conservation of mass
5
LO 1-3
Formal Assessment Task 3 -
Wk 5
6
LO
1, 2, 3
8.2.1 8.2.2 8.2.3 8.2.4
8.1.1 8.1.2 8.1.3
8.3.1 8.3.2
Motion in the solar system, gravity as the driving force
Briefly explain the following concepts with examples: o Gravity o Force o Solar system o Motion of moons around planets o Definitions of days, year, phases of moons o Eclipse o Motion of planets and comets in orbit around sun o The relative position of moon, sun and earth o The phases of the moon o Eclipses of the Sun and moon o Definitions of days, year o Eclipse
Explain how gravity depends on the mass of a body. Compare the size of gravity on Earth to that on the moon e.g.:
o Estimate how that would change the motion of astronauts on the moon
o Use clips of actual astronauts to verify the hypothesis
Wk 6
- 10 -
Explain how would human movement (e.g.:
o Be affected by looking at gravity on Jupiter and o Decreases as you move away from that body, use examples of
rockets having to escape the Earth’s gravity pull o Pulls objects towards the centre of the body, this results in smaller
objects orbiting in an elliptical path around the larger objects .Give examples using planet/moon, sun/planet systems. Use diagrams to illustrate orbits.
Explain how the force that pulls ALL objects ( including
seas/atmosphere) towards the center of the earth, keeping us on the Earth’s surface
Explain how the paths of planets / comets around the Sun are
predictable due to being driven by gravity. Show night sky reports with predicted positions of planets in sky for
different times of the year Explain that comets have elliptical orbits with the sun towards one side
of the orbit not in the middle. Describe how the position of the moon relative to the Sun and Earth,
causes the different views (phases) of the moon as seen from earth, include diagrams to show how different phases occur
Use diagrams to explain the relative positions of Sun, moon & Earth needed to produce and solar and lunar eclipse
Describe the difference between solar & lunar eclipses. Explain that solar eclipses can be predicted, both for time and where on
the Earth’s surface they occur.
7
LO 2,
8.2.1 8.2.2 8.2.3 8.2.4
The layered structure of the Earth
Briefly explain the following concepts with examples: o Crust o Mantle o Inner o Outer core o Atmosphere o Hydrosphere o Lithosphere o Biosphere o Plates
Explain the following about the structure of the Earth:
o Its layers o The approximate depth at which each layers can be found o State the different chemical composition of each layer o Use a diagram to explain the approximate depths at which the layers
of the earth occur o Compare the structure of the different layers of the earth (e.g.: crust,
mantle, outer core, inner core, lithosphere, etc.)
Wk 7
- 11 -
8
LO 2, 3
8.2.1 8.2.2 8.2.3 8.2.4
8.3.1 8.3.2
Climate regions
Explain the following concepts with examples: o Climatic regions o Climate o Climate system o Greenhouse gases, o Greenhouse effect o Global warming o Globe o Polar regions o Tropical regions o Adapt
Compare how climate differ from weather Explain how the world’s climates are classified. Explain the primary cause of seasons. Explain how and why the seasons differ in the different hemispheres Explain how temperature and moisture affect global climate Explain the effect of seasons on climates in different parts of the world Differentiate between the three major climates zones on earth (polar,
temperate, and tropical). Discuss the different types of climate that exist around the world (desert,
savannah, tropical, temperate, Mediterranean, polar). Explain how the distribution of continents and oceans affects climate Describe own local climate including conditions that influence it, (e.g. is
it dry, hot, windy, snowy, rainy, etc.?) Describe some adaptations plants and animals have made in order to
survive in their habitat (e.g. deserts tend to have fewer plants and not as many varieties of plants, desert animals have developed ways to deal with limited rainfall, hot daytime temperatures and cool nights
Explain the distribution of plants and animals in different regions of the world (e.g. using the relationships among climate, vegetation, soil, and geology)
Identify some plants and animals native to your region and explain how you think climate change will affect them?
Research climate patterns in your area and explain how they affect plants and animals native to your area?
Wk 8
9
LO1-3
Formal Assessment Task 4
Wk 9
10
LO 1-3
7.1.1
to 7.3.1
Proposed themes for consolidation of work:
The particle model of matter The periodic table. Elements and compounds (decomposition reactions) Motion in the solar system, gravity as the driving force
The layered structure of the Earth
Climate regions
Wk 10
- 12 -
NATURAL SCIENCE GRADE 8 TERM 3
LIFE AND LIVING
WK LO & AS
ASSESSSMENT STANDARDS & CORE TEACHING
TG
1
LO 2, 3
8.2.1 8.2.2 8.2.3 8.2.4
8.3.1
Adaptations of organisms
Introduce and explain the following concepts with examples: o Organisms o Adaptation o Reproduction o Predator o Survival o Habitat o Protection o Water balance
Use characteristics to classify organisms according to the (e.g.
o Type of food they eat using number of teeth, size and shape of beak, etc.
o Best mechanisms they can use to survive with limited water supply using size, colour and arrangement of leaves, etc.)
Discuss and explain how animals are adapted to survive with limited
water supply. Discuss and explain how animals and plants use e.g. camouflage,
mimicry, etc. to escape their predators.
Find patterns / trends on data on (e.g.: the effect of predators on a prey population at a specific time)
Discuss and explain the effect of a veld fire on the adaptation of some animals and plants.
Describe ways in which people use their knowledge of
protection/camouflage
Wk 1
2
LO 2, 3
8.2.1 8.2.2
8.3.1 8.3.2
Natural selection
Introduce and explain the following concepts with examples: o Natural selection o Variation o Species o Environment o Offspring o Extinction o Characteristic o Genetic engineering o Dominant characteristic o Recessive characteristic
Wk 2
- 13 -
Classify animals of the same species with different variations to
determine which of them will survive. Compare dominant versus recessive characteristics among
organisms. Describe how the process of natural selection can be used by
species to increase food supplies, etc. Discuss the importance of conservation of endangered resources.
3
LO 2
8.2.1 8.2.2 8.2.4
Behavioural patterns
Introduce and explain the following concepts with examples: o Behaviour pattern
Discuss and explain examples of behaviour patterns displayed by different animals.
Explain how animals with certain behaviour patterns will manage to escape threats in their environment.
Wk 3
4
LO
1, 2, 3
8.2.1 8.2.2 8.2.3 8.2.4
8.1.1 8.1.2 8.1.3
8.3.1 8.3.2
Pollution
Introduce and explain the following concepts with examples: o Natural processes o Pollution o Interdependent o Diversity o Ecosystem o Bio-degradable o Bio-undegradable o Wetland
Explain the impact of pollution on the environment and biodiversity. Compare bio-degradable with bio-undegradable materials Find patterns / trends on data on (e.g.: Increase in greenhouse
gasses, etc.). Describe ways in which people use their knowledge to save a
threatened wetland.
Discuss information required to make a judgement about resource use (e.g. the different organizations, legislation, etc.).
Design an investigations about pollution e.g. in certain areas of our school premises and how this is a threat to the natural environment.
Identifies factors to be considered in investigations (e.g. what type, where pollution is found, etc.)
Plans ways to collect data (e.g. table) Plans investigations to find out which areas of the school premises
are highly threatened by pollution and how this is a threat to the natural environment o Identify factors considered for investigation (e.g. type of pollution,
areas where pollution is found, etc.) o Plans ways to collect and record the data o Collects information as accurately as the investigation purposes
require (e.g. same time, place, etc.)
Wk 4
- 14 -
o Communicate the gathered data in the form of tables, graphs etc o Evaluate data and generalises in terms of relevant aspects o Describe how the data supports the generalisation
5
LO 1-3 Formal Assessment Task 5
Wk 5
6
LO 2, 3
8.2.1 8.2.2 8.2.3 8.2.4
8.3.1 8.3.2
Use of wood as a source of energy in South Africa
Explain the following concepts: o Fuel wood o Heating o Cooking o Soil o Poverty o Community forestry
Describe the fuel wood as energy source in South Africa. Recall how wood is used in generating energy by heating and
cooking. Explain how plants such as trees are renewable energy source. Apply classification systems to the different energy sources by
comparing amount of energy released by the electricity and burning fuel wood as sources of energy
Describe how fuel wood crisis in a community that depends solely on wood can be reduced through: o Community forestry-program by the Department of Water Affairs
and Forestry Identify and make a judgement about sustainable use of earth’s
resource o If more trees are planted and the soil is well managed, it can be a
renewable energy source, etc.
Wk 6
7
Investigate Energy Focus question: Which fuel produced the most energy when it is burned? , etc.
Identifies factors to be considered in investigations (e.g. variables) Plans ways to collect data Collect data Record data Evaluate data and communicate finding Conclude with reasonable answers to the focus question
Wk 7
- 15 -
8
LO 2,3
8.2.1 8.2.2 8.2.3 8.2.4
8.3.1
Saving Cost of Generating Electricity
Explain the following concepts: o Saving o Costs o Environmental o Impact o Design o Building o Appliances o Consumers o Exploiting o Solar cells o Solar energy o Wind o Batteries o Cell o Electrical circuits o Parallel circuit o Series circuit
Describe energy sources and usage in South Africa
o Illustrate by using graphs, charts to show South Africa’s primary sources of energy and how different sectors of the economy used the energy.
Discuss the energy crisis e.g. power outages Recall better practices in using energy to save costs to consumers
i.e. o Using energy-efficient appliances o Planning more energy-efficient buildings
Apply classification to electricity-generation system (e.g. cells, solar cells, etc.)
Interpret units of power on the electrical appliances, cost of using electricity
Apply the concept of electricity generation to explain: o Simple cells, simple electrical circuit
Wk 8
9
LO 1- 3
Formal Assessment Task 6
Wk 9
10
LO 1- 3
7.1.1 to
7.3.1
Proposed themes for consolidation of work:
o Adaptations of organisms o Natural selection o Behavioural patterns o Pollution o Use of wood as a source of energy in South Africa o Saving Cost of Generating Electricity
Wk 10
- 16 -
NATURAL SCIENCE GRADE 8 TERM 4
EARTH AND BEYOND
WK LO & AS
ASSESSSMENT STANDARDS & CORE TEACHING TG
1
LO 2, 3
8.2.1 8.2.2 8.2.3 8.2.4
8.3.1
The recycling of the Earth’s surface
Briefly explain the following concepts with examples: o Constructive forces o Destructive forces o Erosion o Weather o Landforms o Deposition of sediments
Explain that destructive forces breakdown existing land and
constructive forces build new landforms
Explain that weathering is the break down of rocks ‘in situ’ o Explain the examples of: o Physical weathering (e.g. freeze-thaw, expansion / contraction,
etc.) o Chemical weathering (e.g. acid rain, limestone, etc.) o Biological weathering (e.g. action of plants, animals, etc.)
Explain how erosion occurs when rocks are moved by the action of
wind / water / ice. Explain how the action of wind / water / ice breaks down the rocks
and the landscape over which they move Explain how erosion happens due to the effects of wind / water ice Explain how the power of waves / waterfall can erode rocks
Explain why the slow down of air/ water/ ice, deposit the sediment /
rocks they are carrying (e.g. at the delta of a river, bend of a river, etc.)
Demonstrate the structure of a volcano using a diagram. Explain how molten rock is sourced from the mantle and erupted to
form new structures Explain the different types of lava and material produced by a
volcano, (e.g.: o Thick lava causing explosions e.g. Mt St Helens o Runny lava, producing gently sloping volcanoes e.g. Hawaiian
islands o Ash/rock explosions, etc.)
Explain how new landforms e.g. mountains, can be created due to
the immense pressure caused when plates collide (e.g.: the formation of the Himalayas)
Wk 1
- 17 -
2
LO 2, 3
8.2.1 8.2.2 8.2.3 8.2.4
8.3.1
The composition and structure of the atmosphere
Briefly explain the following concepts with examples: o Atmosphere o The chemical composition of the atmosphere o Troposphere o Mesosphere o Stratosphere o Thermosphere
Describe the different properties at different elevations of the
atmosphere Explain that the atmosphere is mainly made up of nitrogen and
oxygen. Use data to show and describe the proportions of the gases that
make up the atmosphere Discuss the gases that make up a much smaller percentage of the
atmosphere and investigate their affect on life (e.g. o Water vapour on the water cycle o Carbon dioxide and methane as greenhouse gases
Explain how the atmosphere is divided into layers that depend on
temperature and their key properties (e.g.: troposphere, mesosphere, stratosphere, thermosphere, etc.)
Describe the key properties of these layers Explain by means of diagrams to show the elevation at which these
layers occur Explain why the atmosphere is less dense at higher elevations
Wk 2
3-4
LO 2
8.2.1
8.2.4
Oxygen, Hydrogen and Carbon dioxide Demonstrate the preparation of
o O2 using a Hoffman’s voltammeter/any other method o H2 using a Hoffman’s voltammeter / the reaction of Zn with
hydrochloric acid o C2O through the decomposition of ammonium carbonate.
Demonstrate the tests for
o O2 - showing that it makes a glowing splinter ignite. o H2 - showing that a burning splinter goes out in an explosive pop
in the presence of H2. o C2O showing that it makes clear limewater turn milky.
Explain the writing of chemical word chemical equations for: the preparation of O2 tests for the O2 the preparation of H2 tests for the , H2 the preparation of CO2 tests for the C2O
Wk 3-4
- 18 -
5
LO 1- 3
Formal Assessment Task 7
Wk 5
6-7
LO 2
8.2.1
Exothermic and endothermic reactions
Introduce and explain the following concepts with examples:
o Endothermic reaction o Exothermic reaction
Demonstrate certain endothermic reactions e.g.
o The reaction of ammonium carbonate and water. o The reaction of sugar with water
Demonstrate certain exothermic reactions e.g. o The reaction of sugar and sulphuric acid. o The burning of magnesium in oxygen o The reaction of alkaline metals with water.
Discuss the results of these demonstrations drawing them to the facts that o Energy is required for an endothermic reaction o Given off in various forms during an exothermic reaction.
Wk 6-7
8
LO 2
8.2.1 8.2.4
Acids and bases
Introduce and explain the following concepts with examples:
o Acid o Bases o Neutralisation o Indicator o Concentrated acid o Concentrated base o Strong acid o Strong base o weak acid o weak base o Diluted acid o Diluted base Titration
Discuss the concepts of acids and bases and that one renders the
other harmless through neutralisation. Distinguish between concentrated and diluted acids and bases. Explain the preparation of a diluted acid from a concentrated acid. Distinguish between weak and strong acids and bases using pH
scale. Explain why the acid is added to water and not vice versa. Demonstrate a titration of an acid and a base / allow learners to
perform a titration themselves. Explain that the reaction of an acid and a base gives a salt and
water. Demonstrate the reaction of acids with metals.
Wk 8
- 19 -
Discuss writing of chemicals word equations for various examples for
the reactions of o An acid and a base o An acid and a metal.
9-10
LO 1- 3
Formal Assessment Task 8
Wk
9-10
CLASS GROUP
Task 1
Task 2
TOTAL
CODE
Task 3
Task 4
TOTAL
CODE
Task 5
Task 6
TOTAL
CODE
Task 7
Task 8
TOTAL
CODE
#SU
RNAM
E, F
IRST
NA
MES
%.
%%
%1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
NA
TUR
AL
SCIE
NC
ES G
RA
DE
7 A
ND
8
TERM
1TE
RM 2
TERM
3
FINAL CODE
SUMM
ARY
RECO
RDIN
G SH
EET
GRAD
E7 A
ND 8
SCHO
OL B
ASED
ASS
ESSM
ENT
TERM
4