Year 9 Science – Ecosystems Version 0.2 1 Great Barrier Reef Marine Park Authority Year 9 Science Unit Overview — Ecosystems School name Unit title Duration of unit Ecosystems Approximately five weeks Unit outline Year 9 Australian Science Curriculum Focus – Explaining phenomena involving science and its applications. Students investigate energy flow through ecosystems and how this can be affected by both nature and humans. Students develop an understanding of: Components of ecosystems including abiotic components Interactions between organisms within ecosystems including the flow of energy through an ecosystem via the pathways of food we bs The changes in ecosystems as a result of both natural and human impacts The use of scientific models to track and predict changes in ecosystems Inquiry questions for the unit: What makes an ecosystem? How do energy flows through an ecosystem maintain the sustainability of the system? What happens when components of an ecosystem are changed? Are there far reaching effects of changes in ecosystems? What kind of scale might you measure this in? How are scientific models used to track and predict these effects? Year 9 Level Description – Between Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of sc ales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts. In Year 9, students consider the operation of systems at a range of scales. They explore ways in which the human body, as a system, responds to its external environment and the interdependenc ies between biotic and abiotic components of ecosystems. They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how this system can change through nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play an important part in many systems. They are intro duced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer. They begin to apply their understanding of energy and force s to global systems such as continental movement. Year 9 Achievement Standard - By the end of Year 9, students use their knowledge to pose different types of questions that can be investigated using a ran ge of inquiry skills. They apply their knowledge of science to explain phenomena in the environment and their own lives and describe how knowledge has dev eloped through the work of scientists. They plan experimental procedures which include the accurate control and measurement of variables. They identify inconsistencies in resu lts and suggest reasons for uncertainty in data. They use scientific language and representations when communicating their results and ideas. Students use knowledge of body systems to explain how complex organisms respond to external change. They use knowledge of inte rrelationships to describe how changes affect ecosystems. They explain geological features and events in terms of geological processes and timescales. They describe the st ructure of atoms and explain chemical changes in terms of the behaviour of atoms. They describe a range of chemical reactions and explain their importance. They compare, in q ualitative terms, how two different forms of energy can be transferred. They describe interrelationships between science and technology and give examples in developments in science t hat have affected society.