Northern Ireland

Science

• Developing pupils' Knowledge, Understanding and Skills

  • Develop skills in scientific methods of enquiry to further scientific knowledge and understanding:

    • Planning for investigations

      • The process of scientific enquiry (9-A.1)
      • Identify the experimental question (9-B.3)
      • Identify questions that can be investigated with a set of materials (9-B.4)
      • Understand an experimental protocol about plant growth (9-B.5)
      • Understand an experimental protocol about diffusion (9-B.6)
      • Understand an experimental protocol about evaporation (9-B.7)

    • Obtaining evidence

      • Identify control and experimental groups (9-B.1)
      • Identify independent and dependent variables (9-B.2)

    • Presenting and interpreting results

      • Use data from tests to compare engineering-design solutions (9-C.3)

  • Develop creative and critical thinking in their approach to solving scientific problems.

    • Coral reef biodiversity and human uses: explore a problem (9-Y.1)
    • Coral reef biodiversity and human uses: evaluate solutions (9-Y.2)

  • Research scientific information from a range of sources.

    • Science literacy: how does the nervous system produce phantom pain? (9-R.4)

  • Develop a range of practical skills, including the safe use of science equipment.

    • Identify laboratory tools (9-A.2)
    • Laboratory safety equipment (9-A.3)

  • Organisms and health:

    • Interdependence of plants and animals

      • Describe populations, communities and ecosystems (9-W.1)
      • How does matter move in food chains? (9-X.1)
      • Interpret food webs I (9-X.2)
      • Interpret food webs II (9-X.3)
      • Use food chains to predict changes in populations (9-X.4)
      • Classify symbiotic relationships (9-X.5)
      • Investigate primary succession on a volcanic island (9-X.6)

    • Cells, genes and reproduction

      • The chemistry of cellular respiration (9-P.1)
      • Understanding cells (9-Q.1)
      • Identify functions of plant cell parts (9-Q.2)
      • Identify functions of animal cell parts (9-Q.3)
      • Plant cell diagrams: label parts (9-Q.4)
      • Animal cell diagrams: label parts (9-Q.5)
      • Compare cells and cell parts (9-Q.6)
      • Genetic variation in sexual reproduction (9-S.1)
      • Genetics vocabulary: genotype and phenotype (9-S.2)
      • Genetics vocabulary: dominant and recessive (9-S.3)
      • Complete and interpret Punnett squares (9-S.4)
      • Use Punnett squares to calculate ratios of offspring types (9-S.5)
      • Use Punnett squares to calculate probabilities of offspring types (9-S.6)
      • Genes, proteins and traits: understanding the genetic code (9-S.7)
      • Describe the effects of gene mutations on organisms (9-S.8)
      • How do genes and the environment affect plant growth? (9-S.9)
      • How can animal behaviours affect reproductive success? Identify evidence to support a claim (9-T.1)
      • Angiosperm and conifer life cycles (9-U.1)
      • Moss and fern life cycles (9-U.2)
      • How do plants use and change energy? (9-V.1)

    • Healthy body and mind

      • Organisation in the human body (9-R.1)
      • Body systems: perception and motion (9-R.2)
      • Body systems: circulation and respiration (9-R.3)
      • Science literacy: how does the nervous system produce phantom pain? (9-R.4)

  • Chemical and material behaviour:

    • Atoms and chemical changes

      • What are atoms and chemical elements? (9-F.1)
      • Describe the atomic composition of molecules (9-F.4)
      • Identify reactants and products (9-G.1)
      • Count atoms and molecules in chemical reactions (9-G.2)
      • Calculate amounts of reactants or products in chemical reactions (9-G.3)
      • Describe energy changes in chemical reactions (9-G.4)
      • Compare physical and chemical changes (9-G.5)

    • Structures, properties, uses of materials

      • Calculate density, mass and volume (9-E.1)
      • Explore chemical structure and properties: soap-making (9-G.6)
      • Explore chemical structure and properties: food flavours (9-G.7)
      • Synthetic materials (9-G.8)

    • Elements, compounds and mixtures

      • How are substances represented by chemical formulas and models? (9-F.2)
      • Identify chemical formulas for ball-and-stick models (9-F.3)
      • Describe the atomic composition of molecules (9-F.4)
      • Classify elementary substances and compounds using chemical formulas (9-F.5)
      • Classify elementary substances and compounds using models (9-F.6)

  • Forces and energy:

    • Forces and energy transfer

      • Predict forces using Newton's third law (9-H.6)
      • Balanced and unbalanced forces (9-H.7)
      • Identify changes in gravitational potential energy (9-I.1)
      • Use tables and graphs to identify patterns about kinetic energy (9-I.2)
      • Explore energy transformations: roller coaster ride (9-I.3)
      • Explore energy transformations: bike ride (9-I.4)
      • Electric forces and fields (9-J.1)
      • Compare magnitudes of magnetic forces (9-J.2)
      • Predict heat flow and temperature changes (9-K.1)
      • Compare thermal energy transfers (9-K.2)

    • Using electricity

    • Sound and light

      • Electromagnetic waves (9-M.3)
      • Applications of infrared waves (9-M.4)
      • Effects of ultraviolet waves (9-M.5)

  • Earth and universe:

    • The environment and human influences

      • Coral reef biodiversity and human uses: explore a problem (9-Y.1)
      • Coral reef biodiversity and human uses: evaluate solutions (9-Y.2)
      • Evaluate claims about natural resource use: fossil fuels (9-Z.1)
      • The greenhouse effect (9-DD.4)

    • The solar system and universe

      • Analyse models of the Earth-Sun-Moon system (9-FF.1)
      • Identify phases of the Moon (9-FF.2)
      • Solar eclipses (9-FF.3)
      • Lunar eclipses (9-FF.4)
      • What causes the seasons on Earth? (9-FF.5)
      • Analyse data to compare properties of planets (9-FF.6)
      • Identify constellations (9-FF.7)
      • Structure of the universe (9-FF.8)

• Developing pupils as Individuals

  • Explore emotional development. Investigate ways of improving own learning by finding out how the brain functions.

  • Explore physical, chemical and biological effects on personal health.

  • Explore issues related to Mutual Understanding.

  • Explore issues related to Moral Character.

  • Explore issues related to Spiritual Awareness.

• Developing pupils as Contributors to Society

  • Investigate how the media help inform the public about science and science related issues.

  • Explore some ethical dilemmas arising from scientific developments.

  • Explore issues related to Citizenship.

  • Explore issues related to Cultural Understanding.

• Developing pupils as Contributors to the Economy and the Environment

  • Identify how skills developed through science will be useful to a wide range of careers.

  • Investigate a product of economic importance to determine the science behind it.

    • Explore chemical structure and properties: soap-making (9-G.6)
    • Explore chemical structure and properties: food flavours (9-G.7)
    • Synthetic materials (9-G.8)
    • Applications of infrared waves (9-M.4)

  • Investigate the effects of pollution and specific measures to improve and protect the environment. Explore the importance of biodiversity, how it impacts on our lives and how it is affected by human activity. Investigate what can be done to conserve and promote biodiversity.

    • Coral reef biodiversity and human uses: explore a problem (9-Y.1)
    • Coral reef biodiversity and human uses: evaluate solutions (9-Y.2)
    • Evaluate claims about natural resource use: fossil fuels (9-Z.1)
    • The greenhouse effect (9-DD.4)

• Learning Outcomes

  • Demonstrate a range of practical skills in undertaking experiments, including the safe use of scientific equipment and appropriate mathematical calculations.

    • Identify laboratory tools (9-A.2)
    • Laboratory safety equipment (9-A.3)
    • Calculate density, mass and volume (9-E.1)
    • Choose units of distance, mass and volume (9-GG.1)
    • Abbreviate time, length and speed units (9-GG.2)
    • Abbreviate mass and volume units (9-GG.3)
    • Abbreviate force, energy and electricity units (9-GG.4)

  • Use investigative skills to explore scientific issues, solve problems and make informed decisions.

    • Science literacy: how does the nervous system produce phantom pain? (9-R.4)
    • Investigate primary succession on a volcanic island (9-X.6)
    • Coral reef biodiversity and human uses: explore a problem (9-Y.1)
    • Coral reef biodiversity and human uses: evaluate solutions (9-Y.2)

  • Research and manage information effectively, including Using Mathematics and Using ICT where appropriate.

    • Calculate the percentages of traits in a population (9-T.3)
    • Calculate the averages of traits in a population (9-T.4)

  • Show deeper scientific understanding by thinking critically and flexibly, solving problems and making informed decisions, demonstrating Using Mathematics and Using ICT where appropriate.

  • Demonstrate creativity and initiative when developing ideas and following them through.

  • Work effectively with others.

  • Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance.

  • Communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.

Technology and Design

• Developing pupils' Knowledge, Understanding and Skills

  • Design – identifying problems; investigating, generating, developing, modelling and evaluating design proposals; giving consideration to form, function and safety.

    • Identify parts of the engineering-design process (9-C.1)
    • Evaluate tests of engineering-design solutions (9-C.2)
    • Use data from tests to compare engineering-design solutions (9-C.3)
    • Explore the engineering-design process: going to the Moon! (9-C.4)

  • Communication – use of free-hand sketching and formal drawing techniques and ICT tools (including 3D modelling).

  • Manufacturing – selecting and using materials fit for purpose; safe use of a range of tools and processes appropriate to materials, demonstrating accuracy and quality of outcome.

    • Identify laboratory tools (9-A.2)
    • Laboratory safety equipment (9-A.3)

  • Control – incorporate control systems, such as mechanical, electronic or computer-based, in products and understand how these can be employed to achieve desired effects.

• Developing pupils as Individuals

  • Respond to a personal design challenge in relation to their own lifestyle.

  • Abide by health and safety rules when using tools, machines and equipment.

    • Laboratory safety equipment (9-A.3)

  • Explore issues related to Mutual Understanding.

  • Explore issues related to Moral Character.

  • Explore issues related to Spiritual Awareness.

• Developing pupils as Contributors to Society

  • Explore technical inventions and designs that have met a social need cost-effectively. Design cost effective and appropriate solutions to meet the specific needs of diverse local and global groups.

  • Explore how developments in Technology and Design have changed the way we can access the media.

  • Explore issues related to Cultural Understanding.

    • Explore the engineering-design process: going to the Moon! (9-C.4)

  • Explore issues related to Ethical Awareness.

• Developing pupils as Contributors to the Economy and the Environment

  • Investigate how the skills developed through Technology and Design will be useful to a wide range of careers.

  • Pursue design solutions using environmental friendly materials and energy sources. Identify product needs and pursue sustainable harmonious design solutions in a local outdoor/indoor context.

  • Explore issues related to Economic Awareness.

• Learning Outcomes

  • Demonstrate practical skills in the safe use of a range of tools, machines and equipment.

    • Laboratory safety equipment (9-A.3)

  • Research and manage information effectively to investigate design issues, including Using Mathematics and Using ICT where appropriate.

  • Show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, demonstrating Using Mathematics and Using ICT where appropriate.

    • Calculate density, mass and volume (9-E.1)

  • Demonstrate creativity and initiative when developing ideas and following them through.

  • Work effectively with others.

  • Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance.

  • Communicate effectively in oral, visual [including graphic], written, mathematical and ICT formats showing clear awareness of audience and purpose.