Supplement to the Science EducationKey Learning Area Curriculum Guide

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Supplement to the Science Education Key Learning Area Curriculum Guide

Science (Secondary 1-3)

Supplement to the Science Education Key Lear ning Ar ea Curriculum Guide Science (Secondary 1-3) Supplement to the Science Education Key Lear ning Ar ea Curriculum Guide Science (Secondary 1-3)

Prepared by

The Curriculum Development Council Recommended for use in schools by

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This supplement was prepared by the Curriculum Development Council (CDC) for use in Secondary One to Three. Schools may pilot the curriculum in the 2016/17 and 2017/18 school years.

Views and suggestions on this curriculum document may be sent to:

Chief Curriculum Development Officer (Science Education) Curriculum Development Institute

Education Bureau

Room E232, 2/F, East Block

Education Bureau Kowloon Tong Education Services Centre 19 Suffolk Road

Kowloon Tong, Hong Kong Fax: 2194 0670

E-mail: science@edb.gov.hk

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Science (Secondary 1-3) is a core subject under the Science Education Key Learning Area (SE KLA) at junior secondary level. This document is a supplement to the Science Education Key Learning Area Curriculum Guide (Primary 1 - Secondary 6) (SE KLACG)(2017), in which the rationale, aims and learning targets and the curriculum framework for the Science (S1-3) curriculum are provided. Other suggestions on curriculum planning, learning and teaching, assessment and resources should be referred to the SE KLACG (P1-S6).

1.1 Background

The aim of science education at the junior secondary level is to lay down a firm foundation in students for further developing the necessary scientific and technological knowledge and skills to live and work in the 21st century. In response to the changing needs of society and the rapid development of science and technology in the world, an ad hoc committee was set up by the Curriculum Development Council Committee on Science Education to review the Science (S1- 3) curriculum. Taking consideration of the views of stakeholders collected through surveys and engagement activities, the committee had revised and updated the recommendations provided in the Syllabuses for Secondary Schools Science (Secondary 1-3) (1998).

The Science (S1-3) curriculum was updated along the following directions:

 To fine-tune and update the curriculum content

 To nurture students’ interest in science

 To help students build a solid and balanced foundation in science

 To strengthen the bridging between junior and senior secondary science curricula

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1.2 Rationale

The Science (S1-3) curriculum adopts a thematic approach to provide broad and balanced learning experiences for students to extend their learning of the science elements in General Studies at primary level. The curriculum is designed for the development of scientific literacy, the associated science process skills, together with the awareness of the impact that science has on our lives and environment for students at junior secondary level. This helps students to deal with the opportunities and challenges in a wide variety of personal and social contexts in such an era of rapid scientific and technological change.

The Science (S1-3) curriculum follows the curriculum framework of the SE KLA which is depicted in Figure 1 on the next page.

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Figure 1 Diagrammatic Representation of the Science Education KLA Curriculum Framework Diagrammatic Representation of the Science Education KLA Curriculum Framework

IT in Education (ITE)

Science, Technology, Society and Environment

Energy and Change The Earth

and Beyond

The Material World Life and Living

Values and Attitudes

Generic skills

Integration and Application (STEM Education)

Science Process Skills and Nature of Science

Language across the Curriculum (LaC)

Science Education

Science education provides learning experiences for students to develop scientific literacy with a firm foundation on science, realise the relationship between science, technology, engineering and mathematics, master the integration and application of knowledge and skills within and across KLAs, and develop positive values and attitudes for personal development and for contributing to a scientific and technological world.

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The content area of the Science (S1-3) curriculum covers the four interconnected strands of Life and Living, The Material World, Energy and Change, and The Earth and Beyond of the SE KLA so as to develop students’ understanding of relevant scientific concepts and ideas. Besides, the importance of scientific knowledge towards scientific and technological developments and their implications to society and the environment is also highlighted in the curriculum to cover the strand of Science, Technology, Society and Environment. It also provides contexts for enhancing students’ awareness of the relationship of science with other STEM¹-related disciplines. The strand of Scientific Investigation is infused whenever appropriate into the Science (S1-3) curriculum, to facilitate students’ understanding of the nature of science and acquisition of science process skills. The nature of science includes the belief and attitudes towards the knowledge about the natural world, the methods and processes through which scientific knowledge is acquired, and the socio-cultural and historical influences involved. The study of the nature of science could increase students’ interests, enhance their understanding of scientific knowledge, and facilitate them to make informed decisions about science-related issues in their daily life. In addition to the brief introduction of the nature of science in Unit 1, teachers can select suitable topics in other Units as the context for developing students’ understanding of the nature of science.

1 STEM is an acronym that refers collectively to the academic disciplines of Science, Technology, Engineering and Mathematics. In the Hong Kong Curriculum Context, STEM education is promoted

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1.3 Curriculum Aims

The Science (S1-3) curriculum provides science-related learning experiences that develop students’ interest in science and to lay a foundation for their studies of various science curricula at the senior secondary level. It also focuses on the development of scientific literacy for living in and contributing towards a scientific and technological world.

The broad aims of the Science (S1-3) curriculum are to enable students to:

 develop curiosity and interest in science;

 acquire fundamental scientific knowledge and skills, and appreciate the relationship between science and other disciplines;

 develop the ability to make scientific investigation and solve problems;

 use the language of science to communicate science-related ideas;

 develop a basic understanding of the nature of science;

 develop the ability to integrate and apply scientific knowledge and skills with other related disciplines;

 recognise the social, ethical, economic, environmental and technological implications of science, and develop an attitude of responsible citizenship and a commitment to promote personal and community health;

 be prepared for further studies in STEM-related disciplines; and

 become lifelong learners in science for personal development.

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Chapter 2 Curriculum Structure and Organisation

The Science (S1-3) curriculum is designed to ensure continuity and progression of science education across primary and senior secondary levels. The curriculum framework comprises three interconnected components: Learning Targets, Curriculum Emphases, and the Units for the curriculum. The following figure represents the relationships between the various components.

Figure 2 Diagrammatic Representation of the Science (S1-3) Curriculum Framework

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2.1 Learning Targets

2.1.1 Knowledge and Understanding

Students should

 acquire basic scientific knowledge and understand some phenomena, facts, concepts and basic principles in science;

 recognise the connections and overarching coherence across different disciplines of science with unifying concepts;

 learn the vocabulary, terminology and convention used in science;

 apply scientific knowledge and skills to solve simple daily life problems.

2.1.2 Skills and Processes

Students should

 make observations, ask relevant questions, identify and define problems;

 use apparatus and equipment properly for conducting practical work;

 formulate hypothesis for investigation; control variables; plan and conduct investigation;

 make accurate measurement; use diagrams and graphs to present experimental results; collect and analyse data for making conclusion;

 use basic science language to communicate ideas;

 be able to think scientifically, critically and creatively;

 be able to integrate and apply knowledge and skills to solve problems collaboratively in real-life contexts;

 participate actively in group discussion and work effectively with other members in group;

 develop the ability to distinguish between fact, myth and belief, and make informed decision.

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2.1.3 Values and Attitudes

Students should

 develop curiosity and interest in science and appreciate the wonder of the Nature and the development of the technological world;

 show respect to life and the environment;

 develop positive values and attitudes towards adopting healthy lifestyles;

 recognise the usefulness and limitations of science and the evolutionary nature of scientific knowledge;

 be aware of the relationship between science, technology, society and environment, and develop an attitude of responsible citizenship;

 develop an awareness of safety issues in everyday life, understand the reasons behind, and take proper actions to avoid accidents and reduce risks;

and

 recognise the effects of human activities on the environment and act sensibly for sustainable development of the environment.

2.2 Curriculum Emphases

Two Curriculum Emphases, Unifying Concepts and Science Process Skills, are important components of the Science (S1-3) curriculum. They enhance students’

understanding of the connections and overarching coherence across different science disciplines, and of the process of scientific investigations and related skills.

2.2.1 Unifying concepts

The unifying concepts are sets of ideas that pervade and transcend the boundaries of different disciplines of science. These are conceptual tools that help students understand the connections and overarching coherence across different science disciplines. The unifying concepts covered in this curriculum includes:

 Systems and organisation

 Evidence and models

 Change and constancy

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A brief note on each of the above unifying concepts is given in the table below:

Unifying concepts Notes Systems and

organisation

These are ways of observing and describing phenomena that are related to each other and/or work together as a whole.

 A system is an organised group of related objects or components that form a whole.

 Organisation is the act or process of putting things into a structural framework according to a particular hierarchy.

Evidence and models

Scientists use evidence and models to understand, explain and/or predict scientific phenomena.

 Evidence consists of observations and data on which scientific explanations can be constructed and predictions can be made.

 Models are representations that are taken to illustrate real systems, objects, concepts or events. They can be used to explain, predict and study how real objects work. Models can be physical, conceptual, or mathematical.

Change and constancy

Change and constancy describe the states of being of a scientific phenomenon.

 Change is a process resulting in alteration.

 Constancy is the state of being unchanged or some aspects of systems that have the remarkable property of always being conserved.

Form and function Form and function are usually interrelated. The form of an object explains its function and its function explains the form.

 Form is the shape and structure of an object.

 Function is the role that an object, activity or job has, or the purpose for which it is used.

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2.2.2 Science Process Skills

The essential science process skills that students are expected to master include:

 Observing

 Classifying

 Designing investigations

 Conducting practicals

 Inferring

 Communicating

A brief note on each of the above science process skills is given in the table below:

Science process skills

Notes

Observing  Stating characteristics

 Measuring sensibly and accurately

 Recording data

Classifying  Comparing similarities and differences

 Grouping and ordering

 Constructing keys

 Stating relationship (includes identifying cause and effect)

Designing investigations

 Asking questions

 Predicting results

 Making hypothesis

 Identifying variables

 Suggesting operational procedures with consideration of fair testing

Conducting practicals

Hands-on practice which includes:

 Choosing apparatus

 Handling apparatus

 Taking precautions

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Inferring  Analysing and interpreting data

 Evaluating data

 Estimating errors

 Constructing explanations

 Drawing conclusion

Communicating  Using multiple representations to present information and ideas

 Putting forward logical scientific argument

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2.3 The Units for the Curriculum

The curriculum content is organised into 14 Units. It is designed to cover the key ideas of science, as well as the social and technological implications of science.

Each Unit allows students to explore and investigate a specific theme in Science.

The Units for S1, S2 and S3 are listed below:

S1 Unit 1: Introducing Science

Unit 2: Water

Unit 3: Looking at Living Things

Unit 4: Cells, Human Reproduction and Heredity Unit 5: Energy

Unit 6: Matter as Particles S2 Unit 7: Living Things and Air

Unit 8: Making Use of Electricity Unit 9: Common Acids and Alkalis Unit 10: Sensing the Environment Unit 11: Force and Motion

S3 Unit 12: A Healthy Body

Unit 13: From Atoms to Materials Unit 14: Light, Colours and Beyond

2.3.1 Organisation of each Unit

The content of each Unit is organised into the following parts:

Overview

This part outlines the context and the focuses of each Unit. It also highlights the science process skills that students can practise and the unifying concepts that students may appreciate in the Unit.

Students should learn

This column lists the major content areas of each Unit. It indicates the knowledge and concepts that students should learn.

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Students should be able to

This column lists the learning outcomes that students should achieve. These learning outcomes depict the cognitive level of the curriculum content that students should grasp. Whenever learning outcomes which draw on higher cognitive ability (e.g. relate) are applicable, other learning outcomes drawing on lower cognitive ability (e.g. state, describe) are not listed. Teachers can use these learning outcomes to set appropriate assessment tasks for monitoring the progress of learning and teaching.

Suggested learning and teaching activities

This column suggests activities through which students may achieve the learning outcomes. The list includes a wide range of activities, such as discussion, practical work, investigations, information search and projects. They are for teachers’ reference only and are by no means an exhaustive or mandatory list.

Teachers should exercise their professional judgment in selecting activities to cater for the interests and abilities of their students. Where possible, the activities should be designed with students’ daily relevancy, allowing them to relate scientific knowledge to society and the environment around them. It is hoped that students will then be equipped with scientific concepts, theories and process skills to investigate and solve everyday problems, and develop positive values and attitudes.

2.3.2 Core and Extension

The curriculum content of each Unit is designed with Core and Extension to cater for students of different abilities and needs. The Core covers the basic science ideas that all students should learn, which help develop their scientific literacy. By concentrating on the Core, it is hoped that more time is available for students to master the basic concepts and skills in science. The Extension constitutes additional learning of science knowledge in wider or deeper scope.

Some topics in the Extension are more demanding and more suitable for students aiming to pursue further study in senior secondary science curricula. Teachers should note that the level of attainment for each topic within the Extension could vary from school to school and from class to class. There are flexibility for teachers to choose topics from the Extension to suit the needs and abilities of their students, hence providing challenges for more able students or students

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with strong interest in science to further develop their potential.

2.4 Time Allocation

The total lesson time for the junior secondary level should be around 918 hours per school year. The suggested time allocation for Science Education KLA should be 10-15% of the total lesson time, that is, about 92-138 hours per school year.

Below is the estimated lesson time for each Unit of Science (S1-3) curriculum:

S1 Units Estimated lesson time (hours)

Core Extension Total

Unit 1: Introducing Science 12 0 12

Unit 2: Water 16 5 21

Unit 3: Looking at Living Things 18 0 18 Unit 4: Cells, Human Reproduction and

Heredity

17 6 23

Unit 5: Energy 12 7 19

Unit 6: Matter as Particles 17 5 22

Total: 92 23 115

Unit 7: Living Things and Air 24 2 26

Unit 8: Making Use of Electricity 20 7 27

Unit 9: Common Acids and Alkalis 15 2 17

Unit 10: Sensing the Environment 14 7 21

Unit 11: Force and Motion 19 5 24

Total: 92 23 115

Unit 12: A Healthy Body 33 6 39

Unit 13: From Atoms to Materials 31 7 38

Unit 14: Light, Colours and Beyond 28 10 38

Total: 92 23 115

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The sequence of presentation of topics in the curriculum framework should not be regarded as a fixed order of learning and teaching. Teachers should have the autonomy to decide on the learning and teaching arrangement that suits their students and the school context. Furthermore, schools are encouraged to deploy the school lesson time flexibly for arranging additional learning and teaching activities, such as scientific investigations, project learning, design and make activities, so that students could have more opportunities to integrate and apply scientific knowledge and skills with other related disciplines.

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Unit 1 Introducing Science Overview

Science is the study of phenomena and events around us through systematic observation and experimentation. It involves observing, investigating, understanding, and explaining the world. It is a human endeavor and is dynamic in nature. It is derived from systematic observation, experimentation and analysis, and requires imagination and creativity. Scientific knowledge is subject to change upon the emergence of new evidence, it should not be regarded merely as a body of facts to memorise. Science can be used in many different ways to bring us technological advances and better ways of living. However, we should be aware that improper uses of science would bring harmful impacts on humans and the world.

This Unit will introduce the scope, applications, impacts and the practice of science. Students will get a glimpse of the nature of science, and will appreciate the fun of learning and doing science. They will be introduced to the major steps of scientific investigations and some basic practical skills. Besides, students will learn about the apparatus, equipment for conducting experiments and the safety equipment in the science laboratory, and understand the importance of laboratory safety.

Students will develop some science process skills such as observing and conducting practicals, through practising some basic techniques for handling apparatus and making measurement. Students will appreciate the unifying concepts “evidence and models” through the sub-topic

“Practice of science”.

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Students should learn Students should be able to Suggested learning and teaching activities 1.1 Learning about science

 Scope of science  Recognise that science is a study of the Nature

 Be aware that scientific knowledge is subject to change as new evidence becomes available

 Be aware of the limitations of scientific knowledge

 Read about examples in which scientific knowledge has changed after the

emergence of new evidence

 Application and impact of science  Appreciate that some scientific discoveries have enhanced our understanding of the world and some inventions have improved our quality of life

 Be aware of the impact of scientific knowledge on natural resource management and the development of technology

 Give examples of the benefits brought about by the applications of science and the possible harms from the misuse of science

 Be aware of the need to integrate and apply knowledge and skills of various

 Read about the contributions of some famous scientists (e.g. Louis Pasteur, Marie Curie, Youyou Tu, Charles Kao, Daniel Tsui and Lap-Chee Tsui)

 Design a poster to show some applications of science

 Search information on the impact of scientific knowledge on natural resource management and the development of technology

 Search information on some misuse of science which may bring harms to humans

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Students should learn Students should be able to Suggested learning and teaching activities science disciplines, mathematics and

technology in solving daily life problems

1.2 Practice of science  Recognise that scientific knowledge is derived from systematic observation, experimentation and analysis, through which imagination and creativity is required

 Recognise the steps in scientific investigation

 Recognise the different types of scientific investigations (e.g. fair testing, classifying and pattern seeking)

 Watch video clips on the work of some famous scientists and identify the various steps of scientific investigation

1.3 Safety in the laboratory  Be aware that a laboratory is a suitable place for conducting scientific

investigation

 Understand and observe the laboratory safety rules

 Recognise the fire triangle and the various ways of putting out a fire

 Identify some safety equipment in school laboratories

 Label the layout of a laboratory

 Perform practical work with burning candles to demonstrate the necessary conditions for fire

 Demonstrate the use of fire-fighting

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Students should learn Students should be able to Suggested learning and teaching activities

 Identify some common hazard warning symbols

 Describe how to handle some common laboratory accidents

equipment (e.g. fire extinguishers)

 Identify potential hazards shown in pictures of laboratories and suggest necessary precautions

 Discuss the proper ways to cope with some laboratory accidents (e.g. a fire or acid spills)

1.4 Laboratory equipment and basic practical skills

 Laboratory apparatus  Identify and properly handle some common laboratory apparatus

 Practise the use of some common laboratory apparatus properly

 Basic practical skills

- Measurement and recording

 Use appropriate instruments for measuring temperature, mass, length, volume and time

 Use appropriate units in recording measurement data

 Read the scales on the measuring instruments accurately

 Be aware that there are errors in measurement

 Be aware of the use of electronic instruments for precise measurement

 Measure temperature, mass, length, volume and time using appropriate instruments

 Record and present measurement data appropriately

 Watch a video clip about the scale of the length of different things in the Universe

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Students should learn Students should be able to Suggested learning and teaching activities - Transferring and mixing solution  Use appropriate apparatus to transfer and

mix solution properly

 Perform practical work to transfer and mix different solutions

- Heating  Use appropriate apparatus for heating

solid and liquid safely

 Perform practical work on heating solid and liquid

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Unit 2 Water Overview

Water exists on Earth in three physical states. In the water cycle, water changes from one physical state to another through processes like evaporation and condensation. Substances which are soluble can dissolve in water to form solutions, whereas substances which are insoluble cannot. Water exists in natural form contain impurities and microorganisms, and requires purification and proper treatment before it could be consumed as drinking water. Water is a precious natural resource, therefore we should conserve water.

In this Unit, students will learn about the above aspects of water, and perform practical works and investigations, e.g. observing the change in state of substance, investigating the factors affecting the rate of dissolving, designing and making a filtration column. These would help students develop some science process skills as well as the ability to integrate and apply knowledge and skills of different disciplines.

Learning about the processes in the water cycle will help students appreciate the unifying concepts “change and constancy”. While investigating how some factors affect the rate of evaporation and the rate of dissolving of substances in water, students will recognise the unifying concepts

“evidence and models”.

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(Extension parts are highlighted in blue italics.)

2.1 The water cycle

The change in the physical states of water

 Recognise that water exists on Earth in three physical states (ice, water and water vapour)

 Describe some processes (e.g. melting, freezing and boiling) of the change in states of water

 Be aware that energy is released or absorbed when the physical state of water changes

 Recognise that temperature of water remains unchanged during the change in states

 Give daily examples of change in states of water in which energy is released or absorbed

 Perform practical work to heat pieces of ice to steam, and plot a temperature-time graph to show the temperature change during the process

 The processes in the water cycle  Understand the processes (evaporation and condensation) in the water cycle

 Perform practical work to simulate the formation of rain

 Rate of evaporation  Describe the factors affecting the rate of evaporation

 Design and perform fair tests to

investigate the factors affecting the rate of evaporation

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2.2 Dissolving

 Soluble and insoluble substances in water  Give some examples of soluble and insoluble substances in water

 Classify household substances as soluble or insoluble substances in water

 Solvent, solute and solution  Recognise that a solution is formed when a solute is dissolved in a solvent

 Rate of dissolving  Describe the factors affecting the rate of dissolving in water

 Perform fair tests to investigate the factors affecting the rate of dissolving

 Solubility  Recognise that the solubility of a

substance in water changes with temperatures

 Perform fair tests to find out the solubility of a substance at different temperatures

2.3 Water purification

 Impurities in water from natural sources  State some impurities in natural water

 State the needs for pure water

 Read articles on impurities present in water and discuss the possible impacts on our health

 Observe unpurified and purified water samples under a microscope

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 Methods of water purification  Understand the processes involved in different methods of water purification (sedimentation, filtration and distillation)

 Recognise the sedimentation and

filtration processes in a water treatment plant

 Design and make a filtration column to purify muddy water

 Perform practical work to purify sea water

 View animations on how impurities of various sizes can be separated using different methods of water purification

 Visit water treatment works

2.4 Further treatment of drinking water

 Microorganisms present in water  State some harmful effects on our health caused by the microorganisms present in water

 Methods to kill microorganisms in water  State some methods to kill

microorganisms in water including the use of chlorine, ozone or ultraviolet light

 Observe the effect of chlorine bleach or water purification tablets on

microorganisms in water under a microscope

 Fluoridation  Be aware of the importance of the

addition of fluoride to drinking water in preventing tooth decay

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2.5 Water conservation and pollution

 Conservation of water  Recognise the importance of water conservation and the ways to conserve water

 Perform a survey in class to find out students’ daily water consumptions at home and suggest ways to reduce the wastage of water

 Design and make a water-saving device to be fixed on water tap for daily use

 Water pollution  State some causes of water pollution and methods to control water pollution

 Be aware of our responsibility to minimise water pollution

 Construct a concept map to show the relationship between the causes and the harmful effects of water pollution on humans and the environment

 Design a poster or make a video clip to arouse the public awareness on

minimising water pollution

 The importance of treating waste water  Recognise the importance of treating waste water before discharging it into the sea

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Unit 3 Looking at Living Things Overview

All living things share some common vital functions for sustaining life. There is a wide variety of living things on Earth. Scientists study living things by putting them into different groups according to some key features. These key features are related to the adaptation of living things to their living environments. The diversity of living things is important for sustaining the natural environment and we have to try our best to conserve the biodiversity.

Through the study of living things in this Unit, students will develop some science process skills such as observing and classifying. Learning about the grouping of living things helps students appreciate the unifying concepts “systems and organisation”, while relating the key features of different groups of living things to their functions helps students recognise the unifying concepts “form and function”. Through the study of the importance of biodiversity and the effects of human activities, students’ attention is also drawn to the need of conservation of both living things and their environments. This helps illustrate the unifying concepts “change and constancy”.

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Student should learn Student should be able to Suggested learning and teaching activities 3.1 Living things

 Vital functions of living things  Identify the vital functions of living things

 Distinguish between living things and non-living things

 Recognise the importance of reproduction to living things

 Watch video clips showing the vital functions of living things

 Discuss whether a robot or a coral is a living thing

 Wide variety of living things  Recognise that there are a wide variety of living things, including various types of mircoorganisms, plants and animals

 Be aware of the wide range of body size of different living things

 Watch video clips or pictures to observe the diversity of forms of living things

 Search information on the body sizes of different living things

3.2 Grouping of living things

 Grouping of living things and identification key

 Recognise the need of grouping living things

 Understand that scientists put living things into different groups according to their key features

 Construct a simple key for identification of living things

 Put living things into different groups according to their key features

 Identify given specimens or pictures of living things with a given simple key

 Construct a simple identification key for a variety of things e.g. seeds, vegetables and fruits; living things in an aquarium

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Student should learn Student should be able to Suggested learning and teaching activities

 Key features of different groups of living things

 Identify the key feature for distinguishing between invertebrates and vertebrates

 Identify the key features for

distinguishing between fish, amphibians, reptiles, birds and mammals

 Identify the key features of different groups of animals and plants from given specimens or pictures

 Examine a fish, a frog, a tortoise, a bird and a rabbit to observe the key features of different groups of animals

 Identify the key features for

distinguishing between non-vascular plants and vascular plants, seedless plants and seed plants, non-flowering plants and flowering plants

 Relate the key features of different groups of living things to their functions and adaptations to different habitats

 Identify the vascular tissues by observing the uptake of dye solution in vegetables

 Dissect some fruits and vegetables (e.g. a pear, a snow pea pod and a peanut) to observe the different kinds of seeds

 Identify different groups of plants in the school campus or a park

 Conduct a project on how the body parts of different animals are adapted for moving in different habitats

3.3 Biodiversity

 Importance of biodiversity  Recognise the importance of biodiversity to the sustainable development of the natural environment, and its benefits to humans (e.g. provision of resources such

 Search information on the importance of biodiversity to the sustainable

development of the natural environment, and its benefits to humans

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Student should learn Student should be able to Suggested learning and teaching activities as food, medicine, raw materials)

 Effects of human activities on biodiversity

 Give examples of human activities leading to the reduction in biodiversity

 Understand that some human activities (e.g. hunting, destruction of habitat) may threaten the survival of some species

 Give examples of some endangered species

 Visit the Endangered Species Resources Centre

 Design a poster or make a video clip to introduce an endangered species, and the causes for its

depletion and possible ways of its conservation

 Conservation  Be aware of the importance of

environmental conservation and the protection of wild life

 Visit some country parks and marine parks; and join the education programmes or conservation programmes run by the Agriculture, Fisheries and Conservation Department, non-governmental

organisations or local tertiary institutions

 Conduct a project on the conservation of marine animals in Hong Kong (e.g.

corals, sharks, Green Turtle and Chinese White Dolphin)

 Search information on the ways of the conservation of species (e.g. artificial reef, artificial fertilisation and cloning)

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Unit 4 Cells, Human Reproduction and Heredity Overview

Cells are the basic unit of living things. Each cell has some common basic structures. Within every cell, there are genetic materials, DNA, which carry the instructions for defining the different traits of a living thing. Reproduction is the essential life process that leads to the formation of a new life. There are specialised cells and organs responsible for reproduction in living things. Through reproduction, new individuals with some traits looking very alike to their parents will be formed. The passing of traits from generation to generation is called heredity.

In this Unit, students will learn about cells, human reproduction and heredity. Through preparing slides of live specimens for observation of different cells, students practice the science process skills of using a microscope, observing and making biological drawing. The study of the basic structure of cells and the level of organisation highlights the unifying concepts “systems and organisation”. The concept “constancy” can be illustrated by the fixed number of 46 chromosomes found in every body cell of humans. The unifying concepts “change and constancy” can be further exemplified in the process involved in heredity.

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4.1 Cells - the basic units of living things

 Basic structure of a cell  Recognise cells as the basic unit of living things

 Distinguish between plant cells and animal cells

 Use a microscope to examine prepared slides of plant and animal tissues

 Identify the basic structures of cells, including cell wall (in plant cells), cell membrane, cytoplasm, nucleus, vacuole, chloroplasts (in plant cells)

 State the functions of the basic structures of cells

 Examine photomicrographs or prepared slides of various types of plant and animal cells

 Prepare slides of plant and animal tissues (e.g. onion and ox eye cells), examine these slides under a microscope and draw diagrams of the observed cells

 DNA as the genetic materials and the book of life

 Recognise that the chromosomes found in the nucleus of each cell contain the genetic materials, DNA

 State that there are 46 chromosomes in a human body cell

 Recognise that human male and female cells have different sex chromosomes

 State that DNA encodes the instructions that determine our different traits

 View animation of the structural relationship between chromosomes and DNA found in the nucleus

 Examine photomicrographs of the set of chromosomes found in a male and a female human cell

(36)

 Cells can divide, grow and differentiate  Recognise that cells can divide, grow and differentiate into different types of cells

 View animations or video clips about cell division

 Level of organisation of living things  State that the level of organisation in most living things is cells, tissues, organs and systems

 Recognise that organs in different systems are specialised for carrying out different functions in living things

 Examine a human torso to identify the organs in different systems

 Observe pig’s liver and lungs for the various kind of tissues in different organs

 Observe the different organs (e.g. flowers, leaves, stems and roots) of a potted plant

4.2 Human reproduction

 Reproduction  State that reproduction is an essential life process to ensure the continuity of humans

 Sexual maturity and secondary sexual characteristics

 Recognise the signs of maturation of the reproductive system during puberty

 Describe the secondary sexual characteristics appear during puberty

 Watch video clips about puberty

(37)

 Reproductive systems

 Identify the different structures of the male and female reproductive systems and recognise the functions of these structures

 Examine a human torso to identify the different structures of human male and female reproductive systems

 Sex cells: sperm and ovum  Identify sperms and ova as the male and female sex cells respectively

 State that a sperm and an ovum each carry one set of chromosomes

(23 chromosomes) in humans

 Examine prepared slides of sperms and ova

 Examine photomicrographs of the set of chromosomes found in human sex cells

 Fertilisation and implantation  Recognise that fertilisation occurs when a sperm fuses with an ovum

 State that the zygote formed from fertilisation carries two sets of chromosomes (46 chromosomes)

 State that development of the embryo begins from the implantation in the uterus

 Recognise the development of the embryo inside the mother’s body and the birth of a baby

 Watch a video clip on the development of embryo from the fertilisation of sperm and ovum

 Watch a video clip on foetal development and the birth giving process

(38)

 Pregnancy and parenting  State the signs and the length of pregnancy

 Be aware that parenting is essential for the growth of infants

 Search information on some health advices during pregnancy (e.g. no smoking)

 Search information on the length of pregnancy and the needs of parenting in other mammals

 Family planning and birth control  Be aware of the need of family planning

 Understand that prevention of the fusion of ovum and sperm is one of the basic principles of birth control

 Recognise the various methods of birth control

 Recognise that some birth control methods can help prevent the transmission of sexually transmitted diseases

 Watch video clips on various methods of birth control

4.3 Heredity and variation

 Heredity  State that heredity is the passing of traits from one generation to the next as a result of the transmission of genetic information

 Construct a “genetic traits tree” to analyse the passing of a trait in a family

(39)

 Variation  Recognise that variations are determined by heredity and the environment

 Give examples of continuous variation and discontinuous variation in humans

 Construct and interpret bar charts and histograms showing the distribution of variations in a group

 Search information on some continuous and discontinuous variations in humans

 Conduct a survey about a discontinuous variation in the class and present the data in a table and in a bar chart

 Conduct a survey about a continuous variation in the class and present the data in a table and in a histogram

 Identical and non-identical twins  Distinguish between the occurrence of identical and non-identical twins

 Recognise that variations between identical twins are due to differences in their experiences and the environment

 View animations about the formation of identical twins and non-identical twins

 Discuss about the factors affecting the differences between a pair of identical twins

 DNA and heredity  State that there are only four different kinds of bases, A, T, C and G on the DNA

 State that the double helix structure of DNA is based on the base pairing of A with T and C with G

 Recognise that the instructions encoded in DNA depend on the sequence of bases on the DNA

 Construct an origami model of DNA, or a candy DNA model to demonstrate the double helix structure as well as the base pairing

 Design a coding system for the 26

alphabets using DNA bases and write the message in a string of DNA bases to a friend for decoding

(40)

Unit 5 Energy

Overview

Energy exists in different forms. Common energy forms include chemical energy, electrical energy, kinetic energy, light energy and potential energy, etc. By the law of conservation of energy, energy can neither be created nor destroyed; it can only be changed from one form to another.

With different energy converters, various forms of energy can be converted to other forms of useful energy at different efficiencies. Energy can also be transferred due to temperature difference by conduction, convection or radiation. A study of the factors affecting these energy transfer processes can enhance our understanding of their daily applications. Today, the world’s primary energy sources are fossil fuels. However, there are concerns about their limited supply and the related pollution problems. There is a need to reduce our energy consumption and develop alternative sources of energy, like nuclear energy, solar energy and wind power, etc.

In this Unit, students will learn the different forms of energy, energy conversion, energy transfer processes and the various kinds of energy sources. Through performing fair tests, and design and make activities, students can develop some science process skills such as designing investigations. By constructing Sankey diagrams, students learn to communicate scientific ideas through graphical representations. Students will realise the unifying concept “change and constancy” through the learning of energy conversion and conservation of energy.

(41)

5.1 Energy changes

 Forms of energy  Recognise that energy exists in different forms (chemical energy, electrical energy, kinetic energy, light energy, potential energy, sound energy and thermal energy)

 State that joule (J) and kilocalorie (kcal) are units of energy

 Identify different forms of energy from daily life examples

 Energy conversion  Recognise that different forms of energy can be converted from one form to another

 Recognise some common energy conversion processes (e.g. burning, photosynthesis and generation of electricity)

 Perform practical work to demonstrate examples of energy conversion

 Generate electricity using a steam engine model, a hydro-electric power model or a solar cell

 Design and make a chemical cell using fruits

 Perform a fair test to compare the energy stored in different stretched elastic bands

 Conservation of energy  Recognise that energy is conserved

 Use graphical representation to illustrate that energy is conserved in an energy conversion process

 Use Sankey diagram to show that energy is conserved in different energy conversion process

(42)

 Energy conversion efficiency

 Recognise efficiency of energy conversion as the ratio of useful energy output to total energy input,

x 100%)

 Calculate and compare the efficiency of different energy converters (e.g. filament light bulbs and energy-efficient light bulbs)

5.2 Heat transfer  Identify different heat transfer processes:

conduction, convection and radiation

 Recognise the factors affecting conduction, convection and radiation

 Give examples of the applications of conduction, convection and radiation

 Perform practical work to demonstrate the phenomena of conduction, convection and radiation

 Conduct investigations on factors affecting conduction, convection and radiation

 Design and make a container that can keep the temperature constant

5.3 Energy sources

 Fossil fuels  Recognise that fossil fuels are non- renewable energy sources

 Be aware of the concerns about using fossil fuels (e.g. limited supply and pollution problem)

 Compare the present lifestyle with that of 50 years ago and list instances to show the increasing need for energy

 Inspect data on the amount of available fossil fuels and predict the world trend in energy usage

(43)

 Alternative energy sources

 Saving energy

 Recognise the need for developing alternative energy sources (e.g. solar energy, biomass energy, nuclear power, wind power and hydroelectric power)

 Be aware of the concerns arising from the use of different energy sources (e.g.

nuclear power and wind power)

 Recognise the need for saving energy in daily life

 Visit the Education Path at the Electrical and Mechanical Services Department Headquarters

 Visit a wind power station

 Search information on problems arising from the use of different energy sources

 Debate on whether we should use nuclear power

 Propose ways to reduce energy consumption in daily life

(44)

Unit 6 Matter as Particles Overview

Matter is a physical substance that occupies space and has mass. According to the particle theory, all matter is made up of particles. The particle model is proposed to describe the arrangement of particles in the three states of matter. The particle theory can be used to explain the properties of matter in different states, and some physical phenomena like thermal expansion and contraction, the existence of gas pressure, dissolving and whether an object floats or sinks.

In this Unit, students will be introduced to some basic ideas of particle theory and learn to use it to explain some physical phenomena. Through performing different practical works, e.g. observing the movement of particles in a smoke cell under a microscope and measuring the change in volume and mass when salt is dissolved in water, students will practise different science process skills like observing and inferring. Learning about the particle theory and using the theory to explain physical phenomena helps students realise the unifying concept “evidence and models”.

(45)

6.1 Particle theory

 Basic ideas of the particle theory  State that all matter is made up of particles

 Recognise that particles are in random motion

 Watch video clips showing the motion of fat globules in diluted milk viewed under a microscope

 Observe the movement of particles in a smoke cell under a microscope

 Recognise that there are empty spaces between particles

 Illustrate that there are empty spaces between particles using a model (e.g.

beans contained in a bottle)

 Measure the volume change when water is mixed with alcohol

 Different types of particles  Give examples of atoms and simple molecules

 Recognise that different particles have different sizes and masses

 Show that different particles (atoms and molecules) have different sizes using computer simulation

 Search information on the particle size and mass of some atoms

(46)

6.2 Particle model for the three states of matter

 Arrangement of particles in the three states of matter

 Recognise the arrangement of particles in the three states of matter

 Demonstrate the movement and arrangement of particles in the three states of matter using a kinetic theory model

 Draw diagrams to represent the arrangement of particles in the three states of matter

 Properties of matter in the three states  Compare the properties of matter in different states

6.3 Dissolving  Describe the process of dissolving using the particle theory

 Recognise that mass is conserved when a solid is dissolved in water

 Explain the change in volume when a solid is dissolved in water using the particle theory

 Observe the changes in the solution when a crystal of potassium permanganate is dissolved in water

 Measure the change in volume and mass when a small amount of table salt is dissolved in water

(47)

6.4 Thermal expansion and contraction  State the effect of temperature change on the movement of particles

 Explain thermal expansion and contraction using the particle theory

 Give examples of daily applications of thermal expansion and contraction

 Study the effect of temperature change on the movement of particles using

computer simulation

 Perform practical work to show thermal expansion and contraction

 Measure the change in volume of a coloured liquid under heating or cooling

 Search information on some daily applications of thermal expansion and contraction

6.5 Gas pressure  Recognise that the existence of gas pressure is due to gas particles hitting against the walls of a container

 Explain the change in gas pressure at different temperatures using the particle theory

 Appreciate the existence of atmospheric pressure

 Study the change in gas pressure by changing the temperature or the volume of a container using computer simulation

 Perform practical work to experience the existence of atmospheric pressure using Magdeburg hemispheres

(48)

6.6 Density  Recognise that density of a substance is

the relationship between its mass and its volume

 Calculate the density of a substance using the formula (Density )

 Determine whether an object will sink or float by comparing its density with that of its surrounding medium

 Explain the effect of temperature change on the density of a substance using the particle theory

 Compare the mass of different objects of the same volume (e.g. iron block and aluminium block)

 Perform practical work to find out the densities of iron, copper and lead of given sample blocks

 Find out the densities of some objects in irregular shapes

 Perform practical work to test whether plasticine objects in various shapes float or sink in water

 Make a density column using different liquids (e.g. oil, water, sugar syrup)

 Perform practical work to compare the density of cold and hot water

 Perform practical work to show how a hot-air balloon works

 Study the effect of temperature change on the density of a substance using computer simulation

(49)

Unit 7 Living Things and Air Overview

Air can be found everywhere on Earth and it is essential for living things to survive. Among the components of air, oxygen and carbon dioxide are both involved in three of the essential life processes of living things, including photosynthesis, respiration and gas exchange. Through these life processes, the proportions of oxygen and carbon dioxide in the atmosphere is balanced. However, some human activities may disrupt such balance in Nature and living things may be adversely affected. Hence, it is essential to maintain the air quality in the environment.

In this Unit, students will learn about the different components of air, the above mentioned essential life processes as well as the importance of the natural balance of oxygen and carbon dioxide in the atmosphere. Through performing different practical works and investigations, e.g. testing for oxygen and carbon dioxide, testing for the presence of starch in green leaves, burning of food to release energy for heating water and investigating the factors necessary for photosynthesis, students will practise different science process skills, like handling apparatus, observing, designing investigation and inferring.

Students will realise the unifying concept “change and constancy” through the learning of photosynthesis, respiration and the balance of carbon dioxide and oxygen in Nature. Simple molecules like carbon dioxide and water are converted into food in photosynthesis while these food can be converted back into carbon dioxide and water in respiration. On the other hand, light energy is changed to chemical energy in food by photosynthesis in green plants while the chemical energy stored in food is changed to other useful forms of energy for living things in respiration.

Through learning the balance of carbon dioxide and oxygen in Nature, students will realise the “constancy” of the composition of different gases in air.

(50)

7.1 Air

 Major components of air  Recognise that air is a mixture of gases

 State the percentage of main gases in air

 Properties of oxygen, carbon dioxide and nitrogen

 State the main properties of oxygen, carbon dioxide and nitrogen

 Describe the tests for oxygen, carbon dioxide and water

 Give examples of the daily applications of oxygen, carbon dioxide and nitrogen

 Read the story about the discovery of oxygen

 Perform practical works to test for oxygen, carbon dioxide and water

 Search information on the daily

applications of oxygen, carbon dioxide and nitrogen

7.2 Photosynthesis  Recognise that photosynthesis is the process that plants make their own food

 State that light energy is converted to chemical energy in food during photosynthesis in plants

 Write the word equation of photosynthesis

 Write the chemical equation of photosynthesis

 Perform practical work to test for starch in green leaves

 Perform practical work to show that oxygen is produced during photosynthesis

(51)

 Understand that light, chlorophyll, carbon dioxide and water are the necessary factors for photosynthesis

 Recognise that the carbohydrates

(glucose) produced in plants can be used immediately or stored as starch for later use

 Recognise the significance of

photosynthesis of plants to other living things

 Plan and conduct investigations to find out the necessary factors for

photosynthesis

 Recognise that plants are the producers and animals are the consumers in most food chains

 Construct food chains to show the feeding relationship between different living things

7.3 Respiration  State that food (e.g. carbohydrates) is the source of energy for all living things

 Recognise that the chemical energy stored in food can be changed by our body into other useful forms of energy to support body activities

 Describe respiration as a process in which food is broken down in cells to release

 Perform practical work to heat a small amount of water by burning food

(52)

energy in usable form for cells

 Write the word equation of respiration

 Write the chemical equation of respiration

7.4 Gas exchange in plants and animals

 Gas exchange in plants  Understand that the net gas exchange in plants depends on the relative rate of photosynthesis and respiration taken place

 Recognise that gas exchange in plants is carried out through the stomata

 Perform practical work to find out the change in carbon dioxide content in a boiling tube with a leave under light and dark conditions respectively

 Examine a prepared slide of leaf

epidermis to observe the stomata under a microscope

 Gas exchange in animals  Compare the temperature and the composition of gases (oxygen, carbon dioxide and water vapour) between inhaled and exhaled air

 Perform practical work to compare oxygen, carbon dioxide and water vapour content of inhaled and exhaled air

 Perform practical work to find out the change in carbon dioxide content in a boiling tube with an animal (e.g.

mealworm, grasshopper)

(53)

 Identify the main parts of the breathing system in humans

 State that gas exchange in humans takes place at the air sacs

 State the significance of gas exchange to body cells

 Describe the exchange of gases between air sacs and the surrounding blood capillaries

 Describe how smoking affects gas exchange in humans

 Recognise that smoking is harmful to health (e.g. causing lung cancer and heart diseases)

 Examine a human torso to identify the main parts of the breathing system

 Dissect pig lungs to observe the structure of the lungs

 View animation about the gas exchange process at air sacs

 Perform a demonstration to show how smoking affects a pair of pig’s lungs

 Search information on the long term effects of smoking on health

 Design a poster or make a video clip to persuade smokers to quit smoking

 Search information about electronic cigarette and its health effect, and discuss whether its sale should be regulated by the government

Supplement to the Science EducationKey Learning Area Curriculum Guide