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Science is a systematic way of looking for explanations and connecting the ideas we have. In Science certain methods of inquiry and investigation are generally used. These methods lend themselves to replication and a systematic approach to scientific inquiry that attempts at objectivity. The methods include formulating hypotheses, and designing and carrying out experiments to test the hypotheses. Repeated investigations are undertaken, and the methods and results are carefully examined and debated before they are accepted as valid.
The science knowledge we teach at school is not in doubt – most of it has been tested and known since the 1800s – but a good teacher will tell the learners something of the arguments and confusion among the people who were the first to investigate this knowledge.
Science also explores the frontiers of the unknown. There are many unanswered questions such as: Why is climate changing around the world? What is making the universe expand? What causes the earth’s magnetic field to change? As with all knowledge, scientific knowledge changes over time as scientists acquire new information and people change their ways of viewing the world.
Natural Sciences learners will be able to:
Accessing and recalling information – being able to use a variety of sources to acquire information, and to remember relevant facts and key ideas, and to build a conceptual framework
Observing – noting in detail objects, organisms and events
Comparing – noting similarities and differences between things
Measuring – using measuring instruments such as rulers, thermometers, clocks and syringes (for volume)
Sorting and classifying – applying criteria in order to sort items into a table, mind-map, key, list or other format
Identifying problems and issues – being able to articulate the needs and wants of people in society
Raising questions – being able to think of, and articulate relevant questions about problems, issues, and natural phenomena
Predicting – stating, before an investigation, what you think the results will be for that particular investigation
Hypothesizing – putting forward a suggestion or possible explanation to account for certain facts. A hypothesis is used as a basis for further investigation which will prove or disprove the hypothesis
Planning investigations – thinking through the method for an activity or investigation in advance. Identifying the need to make an investigation a fair test by keeping some things (variables) the same whilst other things will vary
Doing investigations – this involves carrying out methods using appropriate apparatus and equipment, and collecting data by observing and comparing, measuring and estimating, sequencing, or sorting and classifying. Sometimes an investigation has to be repeated to verify the results
Recording information – recording data from an investigation in a systematic way, including drawings, descriptions, tables and graphs
Interpreting information – explaining what the results of an activity or investigation mean (this includes reading and understanding maps, tables, graphs). A Translation Task requires learners to make sense of information and convert the information into a different format e.g. from information captured on a table into a graph format and or written format
Communicating – using written, oral, visual, graphic and other forms of communication to make information available to other people
The Scientific Process is a way of investigating things about the world. Scientists use this process to find out about the world and to solve problems. The steps that make up the scientific process are not necessarily in order (sequential), and may include:
Step 1: Identify a problem and develop a question. What is it you want to find out?
Step 2: Form a hypothesis. A hypothesis is your idea, answer, or prediction about what will happen and why
Step 3: Design an activity or experiment. Do something that will help you test your idea or prediction to see if you were right
Step 4: Observe/note changes/reactions (e.g. through measuring), and record your observations (e.g. onto a table). What were the results of your activity or experiment? Write about what happened
Step 5: Make inferences about the observations recorded in the tables, graphs, drawings, photographs. Make some conclusions. What did you find out? Do your results support your hypothesis? What did you learn from this investigation?
Grade 7
Grade 7
Term 1:
The biosphere
Biodiversity
Sexual reproduction
Variation
Term 2:
Properties of materials
Separating mixtures
Acids, bases and neutrals
Introduction to the Periodic Table of Elements
Term 3:
Sources of energy
Potential and Kinetic Energy
Heat transfer
Insulation and energy saving
Energy transfer to surroundings
The national electricity supply system
Term 4:
Relationship of the Sun to the Earth
Relationship of the Moon to the Earth
Historical development of astronomy
Grade 8
Grade 8
Term 1:
Photosynthesis and respiration
Interactions and interdependence within the environment
Micro- organisms
Term 2:
Atoms
Particle model of matter
Chemical reactions
Term 3:
Static electricity
Energy transfer in electrical systems
Series and parallel circuits
Visible light
Term 4:
The Solar System
Beyond the Solar System
Looking into space
Grade 9
Grade 9
Term 1:
Cells as the basic units of life
Systems in the human body
Human Reproduction
Circulatory and respiratory systems
Digestive system
Term 2:
Compounds
Chemical reactions
Reactions of metals with oxygen
Reactions of non-metals with oxygen
Acids & bases, and pH value
Reactions of acids with bases: Part I
Reactions of acids with bases: Part II
Reactions of acids with bases: Part III
Reactions of acids with metals
Term 3:
Forces
Electric cells as energy systems
Resistance
Series and parallel circuits
Safety with electricity
Energy and the national electricity grid
Cost of electrical power
Term 4:
The Earth as a system
Lithosphere
Mining of mineral resources
Atmosphere
Birth, life and death of stars
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