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NSW Syllabuses

Science Life Skills Stage 6 - Life Skills - Living World Science Life Skills Living World Science LS – Module 1: The Structure and Organisation of Living Things

Outcomes

A student:

  • SCLS6-1

    poses questions and hypotheses for scientific investigation

  • SCLS6-2

    plans an investigation individually or collaboratively to obtain primary or secondary data and information

  • SCLS6-3

    participates in investigations individually or collaboratively to collect primary or secondary data and information

  • SCLS6-4

    collects and represents qualitative or quantitative data and information using media as appropriate

  • SCLS6-5

    develops conclusions from primary or secondary data and information

  • SCLS6-8

    identifies how primary or secondary data is used in scientific investigations

  • SCLS6-9

    uses patterns and trends in data to make observations and draw conclusions

Related Stage 6 outcomes INS11/12-1, INS11/12-2, INS11/12-3, INS11/12-4, INS11/12-5, INS11-8, INS11-9

Content Focus

Students develop an understanding of the importance of natural resources, including energy from the Sun, for the survival of living things. They investigate the ways in which living things use their environment to obtain the resources necessary for their survival.

Working Scientifically

In this module, students participate in planning and conducting investigations to test questions, and to collect, represent and draw conclusions from data and information gathered.

Content

  • Substances Needed for the Survival of Living Things

  • Inquiry question: What do living things need to survive?
  • Students:
  • recognise resources needed by living things to survive, for example:
  • air
  • water
  • food
  • recognise food and sunlight as sources of energy for animals and plants
  • identify the Sun as the source of energy for photosynthesis in plants
  • investigate the ways in which living things use food for energy and growth
  • recognise and gather information about living things’ need for other inorganic nutrients, for example:
  • vitamins
  • minerals
  • identify the importance of the Sun for plants and animals, for example: cct
  • the Sun is a source of heat for humans and animals
  • growth rates of plants vary according to temperature
  • some animals are not active during the day
  • most humans sleep at night and are active during the day
  • recognise the interdependence of plants and animals, for example: dd
  • through creating food chains using visual representations
  • by recognising that all food chains start with plants
  • investigate how the environment provides for the needs of living things DD
  • Digestive System

  • Inquiry question: How do living things receive nutrients?
  • Students:
  • recognise that living things have a digestive system
  • identify that the digestive system is used to break down food and release nutrients
  • participate in a practical investigation to develop an understanding of the process of digestion in animals and humans CCT
  • use equipment safely when engaging in a practical investigation of the digestive system WE
  • Factors that Influence Plant Growth

  • Inquiry question: How does the environment affect plant growth?
  • Students:
  • identify the basic needs of plants for growth, for example:
  • Sun
  • water
  • soil
  • temperature
  • observe the effects of water on plants, for example:
  • wilting when deprived of water
  • fungal disease due to excessive watering
  • observe and recognise that plants can be affected by seasonal change, for example: SE
  • winter - cold
  • spring - moist and warm
  • summer - hot and dry
  • autumn - changeable
  • observe different types of soil, for example: DD
  • sandy
  • clay
  • loam
  • investigate how different types of soil affect plant growth and ways to improve soil structure, for example: DD
  • adding organic matter, eg compost
  • aerating the soil by digging
  • adding sand to clay soil
  • identify a range of plant nutrients, for example:
  • nitrogen
  • phosphorous
  • participate in an investigation to identify and resolve a specific nutritional problem for a plant, for example: SECCT
  • investigating plant growth and the effect of varying quantities of fertiliser