Revised National Curriculum Statement Grades R-9 (Schools) - Grade Nine

Learning Area: Natural Sciences

Learning Outcome 1:  Scientific Investigations

The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts.

Assessment standards

We know this when the learner:

• Plans investigations: Plans a procedure to test predictions or hypotheses, with control of an interfering variable.
• Achievement is evident when the learner, for example,
  • expresses a question in a testable form (e.g.‘if we do X, then Y will happen’ or ‘X and Y are always related’);
  • identifies an interfering variable and explains how it will be taken into account;
  • suggests sources of information which would provide suitable data;
  • pilot-tests an interview schedule before doing a survey.

• Conducts investigations and collects data: Contributes to systematic data collection, with regard to accuracy,reliability and the need to control a variable.
• Achievement is evident when the learner, for example,
  • takes sufficient measurements or responses to gauge reliability;
  • effectively controls at least one variable during data collection;
  • compares information from other sources when different views are likely or important;
  • discusses the meaning of the data being collected, comparing them with the focus question.

• Evaluates data and communicates findings: Seeks patterns and trends in the data collected and generalises in terms of simple principles.
• Achievement is evident when the learner, for example,
  • shows how items of evidence support each other;
  • presents data in suitable forms in order to show trends and patterns;
  • considers possible bias in sources of information that are used;
  • suggests further investigations which would help to confirm the generalisation.

Learning Outcome 2:  Constructing Science Knowledge

The learner will know and be able to interpret and apply scientific,technological and environmental knowledge.

Assessment standards

We know this when the learner:

• Recalls meaningful information: At the minimum, recalls principles, processes and models.
• Achievement is evident when the learner, for example,
  • describes how heart, lungs and stomach work together to provide a human with energy;
  • describes separation of alcohol and water in terms of the relevant principle;
  • describes the key statements of the particle kinetic model of matter;
  • describes the difference between a dependent and an independent variable.

• Categorises information: Applies multiple classifications to familiar and unfamiliar objects, events, organisms and materials.
• Achievement is evident when the learner, for example,
  • uses alternative classifications for the same thing (e.g.uses information to construct three classifications of copper):
    • copper is a solid (rather than a liquid or gas),
    • copper is also a metal (rather than a non-metal),
    • copper is also an element (rather than a compound);

  • considers the implications of categorising humans by physical characteristics.

• Interprets information: Interprets information by translating line graphs into text descriptions and vice versa, by extrapolating from patterns in tables and graphs to predict how one variable will change, by identifying relationships between variables from tables and graphs of data, and by hypothesising possible relationships between variables.
• Achievement is evident when the learner, for example,
  • creates word-webs and mind maps by previewing chapters of text;
  • estimates the doubling time of a population from graph data of an increasing population;
  • reads off, from a line graph, the range of temperatures at which yeast is most active;
  • relates melting and freezing,evaporation and condensation to a particle kinetic model of changes of state;
  • generates own sentences such as ‘we think that X is the cause of Y, because Y happens only if X happens’.

• Applies knowledge: Applies principles and links relevant concepts to generate solutions to somewhat unfamiliar problems.
• Achievement is evident when the learner, for example,
  • interprets simple models of ecosystems in order to make predictions of the effects when one factor changes;
  • uses molecule models to hypothesise possible products in a simple chemical reaction;
  • uses provided data and concepts of life processes to list and describe the problems explorers would have in surviving on Mars.

Learning Outcome 3:  Science, Society and the Environment

The learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment.

Assessment standards

We know this when the learner:

• Understands science as a human endeavour: Recognises differences in explanations offered by the Natural Sciences Learning Area and other systems of explanation.
• Achievement is evident when the learner, for example,
  • identifies sources and nature of authority in two differing explanations for an event, coming from two differing world-views;
  • compares ways that knowledge is held in an oral tradition and in a written, public tradition;
  • traces the way a theory about nature has changed over the centuries.

• Understands sustainable use of the earth’s resources: Responds appropriately to knowledge about the use of resources and environmental impacts.
• Achievement is evident when the learner, for example,
  • organises an audit of water use in sections of the community, analyses the data and prepares it for presentation in a local newspaper or radio talk show;
  • contributes to formulating a school environment policy, including constructive ways to deal with waste material and to improve water management.