1st year Science November 2018

Mere som dette

Renewable and Non-renewable Resources.

af Danilo Viteri

Nestle Project

af Halal Halal

Energy Conservation

af Nadiehsda Anderson

Particle Mind Map

af Phillip Hamnett

1st Year Shared Mind-map

Template

Chapter ?????? Topic: Number of Classes 8

Junior Cycle 7 Gemma ENERGY 2ND YEAR

Learning Outcome PW.3. Students should be able to investigate patterns and relationships between physical observables PW.4. Students should be able to research and discuss a technological application of physics in terms of scientific, societal and environmental impact PW.6. Students should be able to explain energy conservation and analyse processes in terms of energy changes and dissipation PW.8. Students should be able to research and discuss the ethical and sustainability issues that arise from our generation and consumption of electricity NoS.2. Students should be able to recognise questions that are appropriate for scientific investigation, pose testable hypotheses, and evaluate and compare strategies for investigating hypotheses NoS.3. Students should be able to design, plan and conduct investigations; explain how reliability, accuracy, precision, fairness, safety, ethics, and the selection of suitable equipment have been considered NoS.6. Students should be able to conduct research relevant to a scientific issue, evaluate different sources of information including secondary data, understanding that a source may lack detail or show bias NoS.7. Students should be able to organise and communicate their research and investigative findings in a variety of ways fit for purpose and audience, using relevant scientific terminology and representations NoS.10. Students should be able to appreciate the role of science in society; and its personal, social and global importance; and how society influences scientific research

Investigate observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions Research, to inquire specifically, using involved and critical investigation Discuss offer a considered, balanced review that includes a range of arguments, factors or hypotheses: opinions or conclusions should be resented clearly and supported by appropriate evidence Explain give a detailed account including reasons or causes Design to conceive, create and execute according to plan Design to conceive, create and execute according to plan Recognise identify facts, characteristics or concepts that are critical (relevant/appropriate) to the understanding of a situation, event, process or phenomenon Evaluate (ethical judgement) collect and examine evidence to make judgments and appraisals; describe how evidence supports or does not support a judgement; identify the limitations of evidence in conclusions; make judgments about ideas, solutions or methods Compare give an account of the similarities and/or differences between two (or more) items or situations, referring to both/all of them throughout Conduct to perform an activity Plan to devise or project a method or a course of action Investigate observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions Organise to arrange; to systematise or methodise

Learning Outcome PW.2. Students should be able to identify and measure / calculate length, mass, time, temperature, area, volume, density, speed, acceleration, force, potential difference, current, resistance, electrical power PW.3. Students should be able to investigate patterns and relationships between physical observables PW.6. Students should be able to explain energy conservation and analyse processes in terms of energy changes and dissipation PW.7. Students should be able to design, build, and test a device that transforms energy from one form to another in order to perform a function; describe the energy changes and ways of improving efficiency NoS.2. Students should be able to recognise questions that are appropriate for scientific investigation, pose testable hypotheses, and evaluate and compare strategies for investigating hypotheses NoS.3. Students should be able to design, plan and conduct investigations; explain how reliability, accuracy, precision, fairness, safety, ethics, and the selection of suitable equipment have been considered

Measure quantify changes in systems by reading a measuring tool Calculate obtain a numerical answer, showing the relevant stages in the working Describe develop a detailed picture or image of, for example, a structure or a process; using words or diagrams where appropriate; produce a plan, simulation or model Design to conceive, create and execute according to plan Recognise identify facts, characteristics or concepts that are critical (relevant/appropriate) to the understanding of a situation, event, process or phenomenon Evaluate (ethical judgement) collect and examine evidence to make judgments and appraisals; describe how evidence supports or does not support a judgement; identify the limitations of evidence in conclusions; make judgments about ideas, solutions or methods Compare give an account of the similarities and/or differences between two (or more) items or situations, referring to both/all of them throughout Conduct to perform an activity Plan to devise or project a method or a course of action Investigate observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions Discuss offer a considered, balanced review that includes a range of arguments, factors or hypotheses: opinions or conclusions should be resented clearly and supported by appropriate evidence Explain give a detailed account including reasons or causes Design to conceive, create and execute according to plan

Junior Cycle 7 Gemma ENERGY 1st Year

Chapter ??? Topic: Energy Number of Classes 8

Junior Cycle 11 Gemma

Chapter 3 Topic: Motion Number of Classes 8

Junior Cycle 10 Karen

Chapter- 11 Topic: Compounds, Mixtures and Solutions Number of Classes 8

CW 4 Students should be able to classify substances as elements, compounds, mixtures, metals, nonmetals, solids, liquids and gases. NoS 2 Students should be able to recognise questions that are appropriate for scientific investigation. pose testable hypotheses, and evaluate and compare strategies for investigating hypotheses. NoS 3 Students should be able to design, plan and conduct investigations; explain how reliability, accuracy, precision, fairness, safety, ethics, and the selection of suitable equipment have been considered

Investigate Observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions

measuring, units

Key Words - pure substance, impure substance, compound, bond, mixture, molecules

experimental

Mindmaps

Fishbone

Think pair share

Inside outside circles

Junior Cycle 9 Megan - 2nd Years ONLY

Chapter 23,24,25 Topic: Earth & Space Number of Classes 10

Learning Outcomes EaS4: Students should be able to develop and use a model of the Earth-sun-moon system to describe predictable phenomena observable on Earth, including seasons, lunar phases, and eclipses of the sun and moon CW9: Students should be able to consider chemical reactions in terms of energy, using the terms exothermic, endothermic and activation energy, and use simple energy profile diagrams to illustrate energy changes PW4:Students should be able to research and discuss a technological application of physics in terms of scientific, societal and environmental impact PW6:Students should be able to explain energy conservation and analyse processes in terms of energy changes and dissipation PW8: Students should be able to research and discuss the ethical and sustainability issues that arise from our generation and consumption of electricity EaS5: Students should be able to describe the cycling of matter, including that of carbon and water, associating it with biological and atmospheric phenomena EaS6:Students should be able to research different energy sources; formulate and communicate an informed view of ways that current and future energy needs on Earth can be met EaS7:Students should be able to illustrate how earth processes and human factors influence the Earth's climate, evaluate effects of climate change and initiatives that attempt to address those effects BW10: Students should be able to evaluate how humans can successfully conserve ecological biodiversity and contribute to global food production; appreciate the benefits that people obtain from ecosystems NoS8: Students should be able to evaluate media- based arguments concerning science and technology NoS9: Students should be able to research and present information on the contribution that scientists make to scientific discovery and invention, and its impact on society NoS10: Students should be able to appreciate the role of science in society; and its personal, social and global importance; and how society influences scientific research CW10: Students should be able to evaluate how humans contribute to sustainability through the extraction, use, disposal, and recycling of materials

Junior Cycle 9 Megan - 1st Years ONLY

Chapter 21 + 22 Topic: Earth & Space Number of Classes 10

Learning Outcomes NoS1: Students should be able to appreciate how scientists work and how scientific ideas are modified over time NoS2: .Students should be able to recognise questions that are appropriate for scientific investigation, pose testable hypotheses, and evaluate and compare strategies for investigating hypotheses NoS3: Students should be able to design, plan and conduct investigations; explain how reliability, accuracy, precision, fairness, safety, ethics, and selection of suitable equipment have been considered NoS4: Students should be able to produce and select data (qualitatively/quantitatively), critically analyse data to identify patterns and relationships, identify anomalous observations, draw and justify conclusions EaS1: Students should be able to describe the relationships between various celestial objects including moons, asteroids, comets, planets, stars, solar systems, galaxies and space EaS2: Students should be able to explore a scientific model to illustrate the origin of the universe EaS3: Students should be able to interpret data to compare the Earth with other planets and moons in the solar system, with respect to properties including mass, gravity, size, and composition PW2: Students should be able to identify and measure/calculate length, mass, time, temperature, area, volume, density, speed, acceleration, force, potential difference, current, resistance, electrical power PW3:Students should be able to investigate patterns and relationships between physical observables NoS6: Students should be able to conduct research relevant to a scientific issue, evaluate different sources of information including secondary data, understanding that a source may lack detail or show bias NoS7: Students should be able to organise and communicate their research and investigative findings in a variety of ways fit for purpose and audience, using relevant scientific terminology and representations NoS8: Students should be able to evaluate media- based arguments concerning science and technology NoS9: Students should be able to research and present information on the contribution that scientists make to scientific discovery and invention, and its impact on society NoS10: Students should be able to appreciate the role of science in society; and its personal, social and global importance; and how society influences scientific research CW10: Students should be able to evaluate how humans contribute to sustainability through the extraction, use, disposal, and recycling of materials EaS5: Students should be able to describe the cycling of matter, including that of carbon and water, associating it with biological and atmospheric phenomena EaS6:Students should be able to research different energy sources; formulate and communicate an informed view of ways that current and future energy needs on Earth can be met EaS7:Students should be able to illustrate how earth processes and human factors influence the Earth's climate, evaluate effects of climate change and initiatives that attempt to address those effects BW7: Students should be able to describe respiration and photosynthesis as both chemical and biological processes; investigate factors that affect respiration and photosynthesis BW8: Students should be able to explain how matter and energy flow through ecosystem BW10: Students should be able to evaluate how humans can successfully conserve ecological biodiversity and contribute to global food production; appreciate the benefits that people obtain from ecosystems

Junior Cycle Digestion Food GLEN ,

Chapter X Topic: Biomolecules of food

Describe, develop a detailed picture or image of, for example, a structure or a process; using words or diagrams where appropriate; produce a plan, simulation or model

Chapter 29 Topic Heat MICK Number of Classes 8

Learning Outcome PW.2. Students should be able to identify and measure/calculate length, mass, time, temperature, area, volume, density, speed, acceleration, force, potential difference, current, resistance, electrical power CW.9. Students should be able to consider chemical reactions in terms of energy, using the terms exothermic, endothermic and activation energy, and use simple energy profile diagrams to illustrate energy changes

Calculate, obtain a numerical answer, showing the relevant stages in the working Consider, describe patterns in data; use knowledge and understanding to interpret patterns; make predictions and check reliability Identify, recognise patterns, facts, or details; provide an answer from a number of possibilities; recognise and state briefly a distinguishing fact or feature Illustrate, use examples to describe something Interpret use knowledge and understanding to recognise trends and draw conclusions from given information Measure, quantify changes in systems by reading a measuring tool Use, apply knowledge or rules to put theory into practice

Junior Cycle Digestive System

Chapter 5 Topic The path of food Number of Classes 4

Learning Outcome BW.4. Students should be able to describe the structure, function, and interactions of the organs of the human digestive, circulatory and respiratory systems

page 44 I5 C6 S10

page 43 I5 S10

page 42 C6 S10

page 41 I5 C6 C8 S10

page 40 I5 S10

Student presentations

sheet with graded questions

ability to read, interpret,and answer questions

self assessment

written tests

verbal questions

Time Keeping

Dental formula

being aware of spacial layout of intestines and teeth

Marketplace

Power point

Dorothy

Claire

Poster to assess prior knowledge

method of assessing prior knowledge

Peristalsis

what happens to food in digestive system

page 2

page1

visual representation

students should explain why we need food

Students should appreciate the need for fibre in the diet

Students should know what illnesses may be attached to the digestive system

Managing information, thinking

Model making

What happens when food enters the body

Students should be able to discuss the interaction between organs

Students understand how the digestive system relates to other systems in the body

Recall functions of each part

Students should be able to draw a labelled diagram of the digestive system

Number 8

Chapter 36 Topic Comets, asteroids and meteors Number of Classes 5

Learning Outcome E&S.1. Students should be able to describe the relationships between various celestial objects including moons, asteroids, comets, planets, stars, solar systems, galaxies and space

Describe, develop a detailed picture or image of, for example, a structure or a process; using words or diagrams where appropriate; produce a plan, simulation or model

Discussion on the consequences of asteroid impact (Use Deep Impact to summarise)

Video on the Oort Cloud

Video on the Kuiper Belt

Research projects (p347 & 349 of Exploring Science)

Stimulus to Engage - Russia Meteor Explosion

The importance of categorisation in order to compare and contrast features

Importance of scientific exploration

Categorisation

Comparison

Research

Compare and contrast the differences and similarities between comets, meteors and asteroids

Describe the features of comets, meteors and asteroids

Number 7

Chapter 35 Topic Galaxies, stars and the Solar System Number of Classes 6

Learning Outcome E&S.1. Students should be able to describe the relationships between various celestial objects including moons, asteroids, comets, planets, stars, solar systems, galaxies and space E&S.3. Students should be able to interpret data to compare the Earth with other planets and moons in the solar system, with respect to properties including mass, gravity, size, and composition

Compare, give an account of the similarities and/or differences between two (or more) items or situations, referring to both/all of them throughout Describe, develop a detailed picture or image of, for example, a structure or a process; using words or diagrams where appropriate; produce a plan, simulation or model Interpret, use knowledge and understanding to recognise trends and draw conclusions from given information.

NOS10

NOS7

NOS6

NOS4

Check ability of comparison and interpretation through data sheet task

Grade research project on life of a star and their fortune teller

Verbal/ Written Questioning

Check understanding of scale based on model of solar system

Discussed science reporting using the article linked (it was edited down)

Students create lists based on a data sheet of how they would compare planets. Also a good place to discuss scientific notation as the values are so large

Intro video for stars, how they create all the element

Students research and create a PowerPoint presentation for the life of a star

Students download free app to view stars (e.g. Star Walk)

Students build a scale model of the solar system (maybe using balloons)

Students create paper fortune teller with questions and answers based off data sheet on planets

Importance of exploration of space in modern society

Comparison of data

Research scientific topics

Describe how gravity causes orbits (of the sun, of planets etc)

Compare the planets through size, distance from the sun, terrestrial/jovian

Describe a star. planet and solar system using words and diagrams

Name the 8 planets in our solar system

Number 6

Chapter 34 Topic The big - bang - how our universe began Number of Classes 5

Learning Outcome E&S.2. Students should be able to explore a scientific model to illustrate the origin of the universe

Illustrate, use examples to describe something Interpret use knowledge and understanding to recognise trends and draw conclusions from given information Model, generate a mathematical representation (e.g., number, graph, equation, geometric figure); diagrams; physical replicas for real world or mathematical objects; properties; actions or relationships

Modelling Big Bang - Take a balloon, blow it up and draw 5 dots on it (numbered 1-5). Release air completely. Blow up with 1 breath (day 1 after bang) and measure (string, marker and ruler) distance between 1 and 2, 2 and 3 etc. Repeat for breath 2 (day2) 3, 4. Compare rates of increase between days. Test model by popping up balloon

brain storming

examine both sides

think pair share

visual representations

check for understanding

question framing

Importance of Space Exploration in Society

The use and limitations of scientific modelling

Demonstrate the expanding universe

Model the Big Bang Theory

Explain a singularity

Describe Hubble's Law

Outline the Big Bang Theory

Subtopic

Junior Cycle 9.

Chapter 29 Topic: Acids & Bases Number of Classes 8

Learning Outcomes CW.8. Students should be able to investigate reactions between acids and bases; use indicators and the pH scale PW.3. Students should be able to investigate patterns and relationships between physical observables.

Investigate, observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions. Use, apply knowledge or rules to put theory into practice.

try

Worksheet for key terms

Be able to define the key terms

Devise an experiment to extract dye from plants

Titrate an acid against a base to find the point of neutralisation

Differentiate between the strength and the concentration of acids and bases

Associate pH strength with the pH scale

Be able to test for acids and bases using litmus paper and universal indicator

Students can explain the difference between an acid, a base and an alkali

Share the workload

How acid rain is made and the global effects

Methods used to extract dyes from natural sources

Display of results in charts and tables / Production of a class pH chart

Collaborative learning in group work

Knowing the safety risks during experiments

Ability to read a pH meter / pH comparator

pH scale

Universal indicator

Titration

Neutralisation

Neutral

Litmus

Indicator

Concentration

Alkali

Base

Acid

Testing of soil samples

Make a class pH scale for display purposes (include examples on scale)

Extraction of natural dyes from various sources

Use of pH paper and universal indicator paper

The role of air pollution in forming acid rain

The value of acids, bases and neutral substances in everyday life

Plan an investigation to extract dyes from various sources

Identify neutralisation reactions in everyday life

Will explore the concept of neutralisation and develop the skill of titration

Test the pH of various substances

Identify common household and school acids and bases

The safety precautions required when using acids and bases

Junior Cycle 8

Chapter 40 Topic: Energy Number of Classes 8

Learning Outcome PW.2. Students should be able to identify and measure / calculate length, mass, time, temperature, area, volume, density, speed, acceleration, force, potential difference, current, resistance, electrical power PW.3. Students should be able to investigate patterns and relationships between physical observables PW.4. Students should be able to research and discuss a technological application of physics in terms of scientific, societal and environmental impact PW.6. Students should be able to explain energy conservation and analyse processes in terms of energy changes and dissipation PW.7. Students should be able to design, build, and test a device that transforms energy from one form to another in order to perform a function; describe the energy changes and ways of improving efficiency PW.8. Students should be able to research and discuss the ethical and sustainability issues that arise from our generation and consumption of electricity BW.7. Students should be able to describe respiration and photosynthesis as both chemical and biological processes; investigate factors that affect respiration and photosynthesis NoS.2. Students should be able to recognise questions that are appropriate for scientific investigation, pose testable hypotheses, and evaluate and compare strategies for investigating hypotheses NoS.3. Students should be able to design, plan and conduct investigations; explain how reliability, accuracy, precision, fairness, safety, ethics, and the selection of suitable equipment have been considered NoS.6. Students should be able to conduct research relevant to a scientific issue, evaluate different sources of information including secondary data, understanding that a source may lack detail or show bias NoS.7. Students should be able to organise and communicate their research and investigative findings in a variety of ways fit for purpose and audience, using relevant scientific terminology and representations NoS.10. Students should be able to appreciate the role of science in society; and its personal, social and global importance; and how society influences scientific research NoS 4 ???

Observation in class

Research Project - "Should we stop using coal?"

Search Project based on an energy source

Sharing information with others

Consider best information available to get their message across

Design aspects of their projects

Present their information

Listen to others presenting

Engage with others as they present their projects

Power = Energy (J) Time (S)

% Efficiency = Useful energy transferred x 100 Total energy 1

Using Sankey diagrams

Non-renewable energy

Renewable energy

Nuclear Fusion

Nuclear Fission

Geothermal energy

Biomass energy

Kinetic Energy

Potential energy

Law of conservation of energy

Discuss the conservation of energy

Discuss why "all food is grass"

Critically investigate other energy conversions

Make a detailed write-up of the energy conversion experiments

Observe energy changes in experiments

Search Versus Research

Classify energy into categories

Junior Cycle 7

Chapter 10 Topic: The building blocks of the chemical world Number of Classes???

Learning Outcome CW.2. Students should be able to develop and use models to describe the atomic nature of matter; demonstrate how they provide a simple way to account for the conservation of mass, changes of state, physical change, chemical change, mixtures, and their separation CW.3. Students should be able to describe and model the structure of the atom in terms of the nucleus, protons, neutrons and electrons; comparing mass and charge of protons neutrons and electrons CW.4. Students should be able to classify substances as elements, compounds, mixtures, metals, non-metals, solids, liquids, gases and solutions PW.3. Students should be able to investigate patterns and relationships between physical observables

Classify, group things based on common characteristics Demonstrate, prove or make clear by reasoning or evidence; illustrating with examples or practical application Describe, develop a detailed picture or image of, for example, a structure or a process; using words or diagrams where appropriate; produce a plan, simulation or model Develop, to evolve; to make apparent or expand in detail Model, generate a mathematical representation (e.g., number, graph, equation, geometric figure); diagrams; physical replicas for real world or mathematical objects; properties; actions or relationships Use, apply knowledge or rules to put theory into practice

Summative notes

Word Search Homework

PPT on the atom

Introductory Flier

NoS10

Recall some properties of metals and non-metals

Be able to divide the periodic table into metals and non-metals

A poster project/presentation of any one element

Be able to name the first 20 elements and symbols

Group work/co-operation

Find an interactive periodic table online

Use the internet to support project/ poster on an element

Model the first 20 elements

Present their project to the class

Listen to different projects and ask questions

Mass number - atomic number = Neutron number

Atomic number = proton number = electron number

Determine electronic configuration

Mass Number

Atomic Number

Electrons

Neutrons

Protons

Subatomic particles

Element

Atom

Determine patterns associated with the periodic table

Group elements together with similar properties

Apply knowledge of atomic and mass numbers to find electron, proton and neutron numbers

Develop bohr models

Understand the importance of the atom to our lives

Relate the structure of the atom to all substances

Use the information on the periodic table to draw the bohr model of the atom

Model the atom for the first 20 elements

Describe the layout of the atom

Describe the layout of the periodic table

Junior Cycle 6

Chapter 2 Topic: The chemicals of life Number of Classes ???

Learning Outcomes B.W.6. Students should be able to evaluate how human health is affected by: inherited factors and environmental factors including nutrition; lifestyle choices; examine the role of micro-organisms in human health

Evaluate collect and examine data to make judgments and appraisals; describe how evidence supports or does not support a conclusion in an inquiry or investigation; identify the limitations of data in conclusions; make judgments about ideas, solutions or methods

Food pyramid leaflet

Food tests investigations

Food tests ppt

Food Facts (Reference Intake)

NoS6

Experiment write-ups

Essay - How to ensure that we follow a good eating regime

Analysis of food labels

Plan a balanced diet

Think, paiir, share

Performing experiments in pairs

Creating a bar-chart to compare food biomolecules in a bar of chocolate

Planning a balanced diet

Group discussions

Taking responsibility for your own work

Being positive about your learning

Being confident in your work

Calculate BMI

Reference to KJ in diets

Compare nutritional information on the Reference Intakes

Key words (Balanced diet)

Body Mass Index

Food Pyramid

Reference Intakes

Kilocalories

Kilojoules

Balanced Diet

Key words (Biomolecules)

Minerals

Vitamins

Fats

Proteins

Carbohydrates

Biomolecules

Research obesity

Conduct investigations into presence/absence of food biomolecules

Plan a balance diet to promote good health

Consider why one diet does not suit everyone

Examine and interpret food labels

Evaluate how human heart is affected by nutrition and lifestyle choices, referencing heart disease

Research the effects of obesity on the body

Investigate the difference in food labels

Understand that lifestyle influences food and drink choices

Compare food labels

Discuss the importance of a balanced diet

Show that food is a source of chemical energy

Perform 4 food tests

Write an essay on the importance of water

Outline the roles and sources of minerals and vitamins

Describe the food pyramid

List the constituents of food, the sources and functions

Junior Cycle 5

Chapter 11 Topic: Compounds, mixtures and solutions Number of Classes 8???

Learning Outcome CW.2. Students should be able to develop and use models to describe the atomic nature of matter; demonstrate how they provide a simple way to account for the conservation of mass, changes of state, physical change, chemical change, mixtures, and their separation CW.4. Students should be able to classify substances as elements, compounds, mixtures, metals, non-metals, solids, liquids, gases and solutions PW.3. Students should be able to investigate patterns and relationships between physical observables

Demonstrate, prove or make clear by reasoning or evidence; illustrating with examples or practical application Investigate, observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions Classify group things based on common characteristics

Skittleology

Group work to match descriptions

Summary chart linking substances

Elements, Mixtures or Compounds question table

NoS9

Assessment for learning

Reading article

Be able to draw a summary chart of how different types of substances are linked

Identifying substances as elements, mixtures or compounds

Tables of differences

Key Skills Junior Cert.

Making tables or venn diagrams

Using relevant scientific terminology to make comparisons

Collaboration with others

Engage with practical activites and group work

Measurements including volume and mass

Key words (Crystallisation)

Crystallisation

Saturated solution

Concentrations

Key words Solutions)

Suspension

Solubility

Solvent

Solute

Solution

Key words (Compounds and Mixtures)

Elements

Molecules

Atoms

Mixtures

Compounds

Group items as atoms, elements, molecules, compounds or mixtures

Examine by use of tables the differences between mixtures and compounds

Observe changes during experimentation

Apply knowledge to use the correct separating technique to the mixture

Understanding the issues around fracking

Know that new elements are now being made - new properties and uses

Note the relevance of the periodic table

Examine the various by-products of separation

Separating various mixtures using appropriate techniques

Draw a graph of solubility

Prepare a saturated solution of Copper Sulphate

Recall the symbols for the first 20 elements

Recall that all known elements are listed in the periodic table

Describe a solubility curve and questions based on one

Explain the differences between atoms. elements, molecules, compounds and mixtures

Outline how properties can change due to a chemical reaction

Distinguish between physical and chemical changes

Junior Cycle 3.

Chapter ?????? Topic: Separating Mixtures

Learning Outcomes

Action Verbs unzipped here

Keywords

SubTopic

Junior Cycle 4.

Chapter 9 Topic: What matter is made of Number of Classes 7

Learning Outcome CW.2. Students should be able to develop and use models to describe the atomic nature of matter; demonstrate how they provide a simple way to account for the conservation of mass, changes of state, physical change, chemical change, mixtures, and their separation CW.4. Students should be able to classify substances as elements, compounds, mixtures, metals, non-metals, solids, liquids, gases and solutions CW.6. Students should be able to investigate the properties of different materials including solubilities, conductivity, melting points and boiling points

Classify group things based on common characteristics Describe, develop a detailed picture or image of, for example, a structure or a process; using words or diagrams where appropriate; produce a plan, simulation or model Develop, to evolve; to make apparent or expand in detail Model, generate a mathematical representation (e.g., number, graph, equation, geometric figure); diagrams; physical replicas for real world or mathematical objects; properties; actions or relationships Use, apply knowledge or rules to put theory into practice

Diffusion

States of matter 2

States of matter ppt

States of matter (Cut-outs)

Article on matter (with worksheet)

NoS4

Debate the various shapes and properties of the three states of matter

Creating shapes to represent states of matter

Students will present information on the different shapes of solids, liquids and gases

Work as part of a team to make models of the states of matter

Evaporation

Sublimation

Dry Ice Video

Boiling

Condensation

Freezing

Melting

Particle theory

Particles

States of matter

Matter

Use marbles and tray to illustrate the states of matter

Group items as solids, liquids or gases

Generate "human models" of the states of matter in the hall

Make up their own revision questions on topic

How quickly does Potassium Permanganate / MiWadi spread activity (Diffusion)

Give students an ice cube and tell them to turn it to a liquid as quickly as they can - discuss what they did, link to adding heat, energy and melting

Laminate properties of different states of matter and arrange them under correct headings in pairs

Exp - Heat an ice cube in a beaker and place a clock-glass to condense the steam

stimulus engage - 3 balloon, one with ice, water and air - discuss differences

Understand why pipes crack in cold weather

Relevance of ice floating at the top of a lake

Understand the importance of the water cycle

Cooperation - working in groups

Interpret relationships

Describe why PP diffuses in hot water

Explain how changes of state occur

Outline properties of each state of matter

Describe how particles are arranged in each state of matter

Classify materials as solids, liquids and gases

Describe and name three states of matter

Draw diagrams

Assessment of experiment write-up

Assessment of models of states of matterl

Use of laminate cut outs for students to group properties to the states of matter

Junior Cycle 2

Chapter 1 Topic: The organisation of Life Number of Classes 10????

Learning Outcome BW.1. Students should be able to investigate the structures of animal and plant cells and relate them to their functions

Investigate, observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions

Cell sentences worksheet

Cell sentences ppt

Stem cell article

Stem cell research video

Specialised cells images handout

Specialised cells worksheet

Specialised cells ppt

How to use a microscope

Mrs Gren

NoS7

NoS5

NoS1

Assessment of diagrams

Venn diagram of similar/different structures within a plant or animal cell

Assessment of group work

Assessment of models of cell

Write up of the investigation of the use of the light microscope in the study of a plant cell

Verbal questions/ Written tests Peer and self-assessment

Delegating tasks

What cells have in common and how they differ

Drawing cells and microscope

Preparing slides

Discussing results with partners in experiment work

Obeying the safety rules while preparing the slides

How to find the total magnification and Determine the product of the lenses on the microscopes in the lab

Key words (Microscope)

Fine Focus

Coarse Focus

Eyepiece lens

Objective lens

Diaphragm

Key words (General)

Lens

Specimen

Light microscope

Multicellular

Unicellular

Cells

Key words (Mrs Gren)

Nutrition

Excretion

Reproduction

Growth

Sensitivity/ Response

Respiration

Movement

Characteristic

Organism

Classify Objects as Living V Non-Living (School Grounds / Specimen Bag)

Specimen Bag Experiment (Identify Living V Non-Living)

Research a project on stem cell research

Outline the roles of the organelles

Make a model of a cell

Draw cells in detail

Evaluate articles on stem cell research - analyze good sources of information?

Look at different pre-prepared slides and complete drawings

Using a light Microscope - looking at plant or animal cell (get student to come up with where we would get the animal cell?!) stained and unstained - make drawings of what they see

Understand a source may lack detail

Evaluate different sources of information on cells

Students should be able to conduct and research issues as they relate to the cells

Be able to organize and communicate findings in a variety of ways using relevant terminology

Skills - cooperation, observation

Identify and label a plant and animal cell

Recognise the vast range of cell types in nature

Ability to distinguish between plant and animal cells

Identify the seven characteristics of life

Space and Measurement

Chapter 21 Topic: Distances in space and the planets in our solar system. Number of Classes 5???

Learning Outcome E&S.1. Students should be able to describe the relationships between various celestial objects including moons, asteroids, comets, planets, stars, solar systems, galaxies and space E&S.2. Students should be able to explore a scientific model to illustrate the origin of the universe

Describe develop a detailed picture or image of, for example, a structure or a process; using words or diagrams where appropriate; produce a plan, simulation or model Explore observe, study, in order to establish facts

Earth and space simulation worksheet

Earth Mars Gravity Activity Solutions

Earth Mars Gravity Activity

A sense of time and scale in the universe

Solar System to Scale

Bill Nye /

Scale Model Task ppt

Lesson Plan Scale Model Task

NoS 5

NoS 4

NoS 3

Worksheet on sizes and distances

Collating information in a table

Creating models

Using scales/ratios

Reading measurements

Crater

Atmosphere

Scale Model

Ratios

Diameter

Using scales find the sizes of the planets

Using scales, find the distances from the planets to the sun

Produce a scaled model of sizes of the planets in our solar system

Produce a scale of our solar system

Study the composition and sizes of the planets

Describe the vast distances between planets

Importance of accuracy

Calculation of sizes of the planets and their distances from the sun

Comparisons

Data collection from the internet and handouts

Understanding

Comparison of distances

Ratios of masses of planets

Why we use Light Years

Junior Cycle 1

Chapter 15 Topic: Measuring the Physical World. Number of Classes 5.

Learning Outcome PW.1. Students should be able to select and use appropriate measuring instruments PW.2. Students should be able to identify and measure/calculate length, mass, time, temperature, area, volume. NoS.2. Students should be able to recognise questions that are appropriate for scientific investigation, pose testable hypotheses, and evaluate and compare strategies for investigating hypotheses NoS.3. Students should be able to design, plan and conduct investigations; explain how reliability, accuracy, precision, fairness, safety, ethics, and the selection of suitable equipment have been considered NoS.5. Students should be able to review and reflect on the skills and thinking used in carrying out investigations, and apply their learning and skills to solving problems in unfamiliar contexts

Calculate, obtain a numerical answer, showing the relevant stages in the working Identify, recognise patterns, facts, or details; provide an answer from a number of possibilities; recognise and state briefly a distinguishing fact or feature Measure, quantify changes in systems by reading a measuring tool Use, apply knowledge or rules to put theory into practice

Attachments

Measurement time graph

Measurements activities worksheet

Intro to Measurements

Accuracy ppt

link to nature of science

Nos5

NoS3

NoS2

Key Skills Junior Cycle

Working With Others

Group work

Working with an experiment partner

Managing Information &Thinking

Creating results table

Being Creative

Selecting items to measure

Drawing equipment

Communicating

Discussing results with partners

Managing Myself

Taking responsibility for own learning

Staying Well

Being Responsible

Being positive about learning

Being Confident

Being Safe

Being social

Being healthy, physical and happy

Numeracy

Calculate area and volume using formulae

Reading neasurements

Converting measurements

Literacy

Key words

Error

Vernier Calipers

Trundle Wheel

Opisometer

SI Units

Mass

Graduated Cylinder

Volume

Meniscus

Area

Methodologies linked to action verbs

Use of formulae

Identify which apparatus to use for the various measurements

Measurement of Volume - cuboid (using ruler), irregular solid (using overflow can), liquid (using graduated cylinder)

Measurement of Time - using stopwatch to measure time (breaths per minute, heartbeat, length of time for student to say alphabet)

Calculation of Area - measure length and width of objects (table, copy etc)

Measure mass - using mass balance

Measurement of length - Students can measure various objects in the classroom using rulers, metre sticks, opisometers and trundle wheels. Discuss appropriate situations for each. Table of results to collect data

Methods

Think Pair Share / "Speed Dating" / Show Me Boards / Blank Diagrams / Jigsaw / Kahoot

Visual Representations (eg Posters and Research Projects)

Check for Understanding / Traffic Light System

wait time

Learning Intentions

Values

Rounding - Advantages and Disadvantages

Evidence of learning

Worksheet on measurement of area, volume, mass, time and length

Give students an object and ask them to select appropriate equipment to measure volume

Verbal/Written Question

Questioning using Bloom's taxonomy

Fair Test - Repetition of measurements

Importance of accuracy and fair testing

Skills

Calculation of length, area and volume

Use of measurement equipment

Pattern recognition

Data collection

Measurement