Year 8 Science

Semester 1 Overview

The two strands of the Victorian Curriculum Science, Science Understanding and Science Inquiry Skills are taught in an integrated way. In semester 1, the Science Understanding strand includes recognising that all substances are composed of atoms, which themselves are made of protons, neutrons and electrons. Students will learn the differences between elements and compounds and recognise that the Periodic table can be used to organise elements, based on atomic structure and chemical properties. The strand also includes students recognizing that during chemical reactions, atoms are rearranged, but the number and types of atoms are unchanged. It also includes recognising that those cells are the basic units of living things and that different cells have specialized structures and functions. Students will also investigate how the development of microscopes has changed the understanding of cell function and malfunction, and how this has led to improved medical treatments for disease. The Science Inquiry Skills strand includes students identifying variables to be changed, measured and controlled. Students will also construct representations of their data to reveal and analyse patterns and trends and use these when justifying their conclusions. Critical and creative thinking is also assessed in Science. Students learn strategies to assist them to synthesise their thinking. Students develop an understanding that flexibility in thinking is often required and that certainty in thinking can be influenced by a range of factors.

Science Understanding

Students will learn:

to model the arrangement of particles in elements and compounds
to recognise that elements and simple compounds can be represented by symbols and formulas
to explain why elements and compounds can be represented by chemical formulas while mixtures cannot
to identify the differences between chemical and physical changes
to identify evidence that a chemical change has taken place
to investigate simple reactions, for example, combining elements to make a compound
to examine a variety of cells using a light microscope
to distinguish plant cells from animal cells
to recognise that some organisms consist of a single cell

Science Inquiry Skills

Students will be able to:

identify data that provide evidence to support or refute the hypothesis being tested
use information and knowledge from their own investigations and secondary sources to predict the expected results from an investigation
identify and explain the differences between controlled, dependent and independent variables
use diagrammatic representations to convey abstract ideas and simplify complex situations

Critical and Creative Thinking

Students will learn to:

Identify different ways to represent ideas such as storyboards, mock-ups and/or symbolically, and discuss their different applications
Reflect on a learning strategy recently used and set a goal for the future
Adjust problem-solving in light of new knowledge, for example finding evidence of vested interests in collected sources

Semester 2 Overview

The two strands of the Victorian Curriculum Science, Science Understanding and Science Inquiry Skills are taught in an integrated way. In semester 2, the Science Understanding strand includes recognising that multicellular organisms contain systems of organs that carry out specialized functions that enable them to survive and reproduce. It also includes identifying that interactions between organisms can be described using food chains and food webs. Complex ecosystems consist of communities of interdependent organisms and abiotic (non-living) components of the environment. Students also learn that matter and energy flow through these systems. These interconnections between organisms in an ecosystem mean that human interactions on one part of an ecosystem can have effects throughout the system. The Science Inquiry Skills strand includes students explaining how modifications to methods could improve the quality of their data and allowing students to apply their own scientific knowledge and investigation findings to evaluate claims made by others.

Science Understanding

Students will learn:

to describe the structure of each organ in a system and relate its function to the overall function of the system
to identify the organs and overall function of a system of a multicellular organism in supporting life processes
to compare similar systems in different organisms, for example, digestive systems in herbivores and carnivores, respiratory systems in fish and mammals
to construct and interpret food chains and food webs to show relationships between organisms in an environment
to recognise the role of microorganisms within food chains and food webs
to use flow diagrams to illustrate changes between different forms of energy
to research examples of human impacts on specific ecosystems

Science Inquiry Skills

Students will be able to:

use digital technologies to access information, communicate and collaborate with others to present scientific ideas
selecting and using appropriate language and representations to communicate scientific ideas for a specified audience
comparing and contrasting data from a number of sources in order to create a summary of collected data.