AC9S9I08 Year 9 Science

AC9S9I08 – Year 9 Science: Communicating

Strand

Science inquiry

Substrand

Communicating

This Content Descriptor from Year 9 Science provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

write and create texts to communicate ideas, findings and arguments effectively for identified purposes and audiences, including selection of appropriate content, language and text features, using digital tools as appropriate

Elaborations

• comparing and contrasting scientific texts addressing similar topics for different purposes or audiences, and analysing the author’s (or authors’) selection of content or use of language and text features
• selecting appropriate content and language which is culturally responsive and maintains cultural protocols, considering sensitivities in communicating First Nations Australians’ knowledges and managing risks of offensive narratives, language, images and attributions
• writing a report on a scientific investigation including: an introductory paragraph that explains or references scientific theories, processes or other related knowledge that gives background information to the investigation; an explanation of the results obtained using scientific knowledge; and a discussion that considers validity and reproducibility
• developing an interactive presentation that shows feedback loops in human body systems
• planning a social media campaign to encourage young people to reduce their carbon footprint
• collaborating to prepare a written report for local government on estimated carbon storage across different local ecosystems and proposals to increase carbon storage across the area

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASSCIY9

Year 9 Science Achievement Standard

By the end of Year 9 students explain how body systems provide a coordinated response to stimuli. They describe how the processes of sexual and asexual reproduction enable survival of the species. They explain how interactions within and between Earth’s spheres affect the carbon cycle. They analyse energy conservation in simple systems and apply wave and particle models to describe energy transfer. They explain observable chemical processes in terms of changes in atomic structure, atomic rearrangement and mass. Students explain the role of publication and peer review in the development of scientific knowledge and explain the relationship between science, technologies and engineering. They analyse the different ways in which science and society are interconnected. Students plan and conduct safe, reproducible investigations to test or identify relationships and models. They describe how they have addressed any ethical and intercultural considerations when generating or using primary and secondary data. They select and use equipment to generate and record replicable data with precision. They select and construct appropriate representations to organise, process and summarise data and information. They analyse and connect data and information to identify and explain patterns, trends, relationships and anomalies. They analyse the impact of assumptions and sources of error in methods and evaluate the validity of conclusions and claims. They construct logical arguments based on evidence to support conclusions and evaluate claims. They select and use content, language and text features effectively to achieve their purpose when communicating their ideas, findings and arguments to specific audiences.