1st Year Shared Mind-map

A selection of attachments and URLs for first week of First Year Science

What is Science Video

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

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

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

Chapter ??????
Topic:
Separating Mixtures

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

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

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

Chapter 40
Topic: Energy
Number of Classes 8

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.

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

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

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

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

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

Learning Intentions

Understanding

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

Recall functions of each part

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

Students should be able to discuss the interaction between organs

Skills

Model making

What happens when food enters the body

Managing information, thinking

Values

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

Students should appreciate the need for fibre in the diet

students should explain why we need food

Methodologies linked to action verbs

Questioning using Bloom's
taxonomy

wait time

Check for Understanding / Traffic Light System

Visual Representations (eg Posters and Research Projects)

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

visual representation

Model making

what happens to food in digestive system

page1

page 2

Peristalsis

Poster to assess prior knowledge

method of assessing prior knowledge

Power point

Marketplace

Key Skills Junior Cert.

Literacy

Numeracy

Staying Well

Managing Myself

Communicating

Being Creative

Managing Information &Thinking

Working With Others

Evidence of learning

verbal questions

written tests

self assessment

ability to read, interpret,and answer questions

sheet with graded questions

Student presentations

link to nature of science

page 40 I5 S10

page 41 I5 C6 C8 S10

page 42 C6 S10

page 43 I5 S10

page 44 I5 C6 S10

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

Chapter X
Topic: Biomolecules of food

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

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

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

Chapter 3
Topic: Motion
Number of Classes 8

Chapter ???
Topic: Energy
Number of Classes 8

Chapter 40
Topic: Energy
Number of Classes 8

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 Intentions

Understanding

?

Classify energy into categories

Search Versus Research

Skills

?

?

?

?

?

?

Values

?

Methodologies linked to action verbs

Questioning using Bloom's
taxonomy

wait time

Check for Understanding / Traffic Light System

Visual Representations (eg Posters and Research Projects)

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

Observe energy changes in experiments

Make a detailed write-up of the energy
conversion experiments

Critically investigate other energy conversions

Discuss why "all food is grass"

Discuss the conservation of energy

Key Skills Junior Cycle

Literacy

Law of conservation of energy

Potential energy

Kinetic Energy

Biomass energy

Geothermal energy

Nuclear Fission

Nuclear Fusion

Renewable energy

Non-renewable energy

Numeracy

Using Sankey diagrams

% Efficiency = Useful energy transferred x 100
Total energy 1

Power = Energy (J)
Time (S)

Staying Well

Engage with others as they
present their projects

Managing Myself

Listen to others presenting

Communicating

Present their information

Being Creative

Design aspects of their projects

Managing Information &Thinking

Consider best information available
to get their message across

Working With Others

Sharing information with others

Evidence of learning

Search Project based on an energy source

Research Project - "Should we stop using coal?"

Observation in class

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