YEAR+9-+Maybe,+baby...Reproduction+and+Birth

= YEAR 9 - MAYBE BABY GROUP ASSIGNMENT =

Classes 9.1 and 9.4 have now received the assignment brief.

If you have not yet finalised your presentation format might I suggest [|Sonic Pics]. It is a great app that is 99c to download to your iPhone. There is a free light version. With a VGA extension you should be able to project your iPhone screen onto the whiteboard.



The excursion to the Mercy hospital was a great opportunity to get a broader understanding of what happens after conception and implantation.

Click [|here] to access a great site, I found back in August, to help you with your assignment. Here is another site [|here] that describes the changes in Trimester 1, 2 or 3. See the attachment below to view a copy of the full brief (that was distributed to you on Monday the 12th or Tuesday the 13th of September 2011).





__ Your group must: __ 1) Based on your research create a presentation with visual aides responding to items **a-f.** You need to include the factual information about the development and the changes occurring in both the mother and baby. You can include pictures or diagrams to assist the description. It will include entries for each month of the trimester your group is investigating. 2) Deliver a **5-minute presentation** about the trimester your group has investigated.

__ Each member of the group must: __ 1) Submit a grid of notes relevant to your trimester. 2) Submit a 150-200 word (approximately) written response to your higher-order thinking question. You will be given one library lesson to research your question.

Need help coming up with a question? Say no more...check out the attachment below.



__ Due Date: Final lesson of term __ 9.1 Due September 23rd 2011 9.4 Due September 23rd 2011 ==

Check out the discussion tab to contribute to our latest discussion about the Puberty Blues [|article]

==

9.1 had a go at assembling the Male Reproductive System (MRS) funny that the acronym is MRS:)

Solutions (Answers) to the activities from the Male Reproduction Stations can be found here



= Who is more Complicated? Boys vs Girls = Ladies I am LOVING the discussion that is happening on the discussion tab (your set homework for the week).

Here is some extra information that might contribute to your decision. It goes beyond the scope of the unit (we won't be going into detail about the maturation and development stages of the egg in this unit).



__ Resource links: __
= Cool Clips = This series was recently aired on Channel 9. I thought it presented fascinating insights, in a very watchable way, into the human body.

[|Inside The Human Body], is a series recently made for [|BBC One], and does what it says in the title. The producers decided to turn their cameras on the animal we all love best - ourselves. The presenter of the series was selected because he has a background in medicine. A trained doctor with more than 20 years experience as a science journalist. The series showcases the latest scientific images of the body, including a fabulous sequence of a human face forming inside the womb.

Having trouble accessing the links below. Click [|Here] Inside the Human Body: Episode 1: Creation ([|Part 1]) Inside the Human Body: Episode 1: Creation ([|Part 2]) Inside the Human Body: Episode 1: Creation ([|Part 3]) Inside the Human Body: Episode 1: Creation ([|Part 4])

The Male Reproductive System is depicted with some clear computer graphics in this [|vimeo clip]. Check it out and head to the discussion area to answer this: //The human body is a marvel of science and wonder. Males and females differ in several ways; nowhere more pronounced that in their reproductive systems.// //Which sex is more complicated?//

= Pleasant Podcasts = Check out a [|Dr. Karl podcast] to hear the answers to these questions... (these questions are answered approximately 24min into the podcast when there is 14min remaining)
 * Does weak and sickly sperm equal weak and sickly children?
 * Do artificial insemination techniques select the fastest and better-swimming sperm?

Interested in learning about genetics? Check out a podcast from another lover of science, Mr. Andrew Douch [|'In your genes']

__**Excursion to the Mercy**__ Visit the [|Mercy website]

Science Achievement Standard - [|According to the Australian Curriculum]
//By the end of Year 9, students use their knowledge to pose different types of questions that can be investigated using a range of inquiry skills. They apply their knowledge of science to explain phenomena in the [|environment] and their own lives and describe how knowledge has developed through the work of [|scientists]. They plan experimental procedures which include the accurate control and measurement of [|variables]. They identify inconsistencies in results 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 changes. They use knowledge of interrelationships to describe how changes affect ecosystems. They explain geological features and events in terms of geological processes and timescales. They describe the structure 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 qualitative terms, how two different forms of energy can be transferred. They describe interrelationships between science and [|technology] and give examples of developments in science that have affected society.​//

//Biological sciences//
> ** Science Achievement Standard - Level 6 -  [|According] [|to VELS] **
 * 1) //Multi-cellular organisms rely on coordinated and interdependent internal [|systems] to respond to changes to their [|environment] [|(ACSSU175)] //
 * 2) //Ecosystems consist of communities of interdependent organisms and abiotic components of the [|environment] ; [|matter] and energy flow through these [|systems] [|(ACSSU176)] //

//Science knowledge and understanding//
//At Level 6, students explain the behaviour and properties of materials in terms of their constituent particles and the forces holding them together. They explain how similarities in the chemical behaviour of elements and their compounds and their atomic structures are represented in the way the periodic table has been constructed. They use the periodic table to write electronic configurations for a range of elements representative of the major groups and periods in the periodic table. They use atomic symbols and balanced chemical equations to summarise chemical reactions, including neutralisation, precipitation and combustion. They identify and classify the sources of wastes generated, and describe their management, within the community and in industry. They use a specific example to explain the sustainable management of a resource. Students explain change in terms of energy in a range of biological, chemical and physical contexts. They demonstrate the link between natural selection and evolution. They explain the role of DNA and genes in cell division and genetic inheritance. They explain how the coordination and regulatory functions within plants and animals assist them to survive in their environments. They explain how the action of micro-organisms can be both beneficial and detrimental to society. Students apply concepts of geological time to elaborate their explanations of both natural selection and evolution, and the origin and evolution of the Universe. They give both qualitative and quantitative explanations of the relationships between force, mass and movement.// > ====//Science at work// ==== //At Level 6, students describe the science base of science-related occupations in their local community. They use the relevant science concepts and relationships as one dimension of debating contentious and/or ethically based science-related issues of broad community concern. They demonstrate an awareness of the ways in which scientific vocabulary is used incorrectly in the mass media, distinguishing between the intended meaning of such terms and their meaning in non-scientific contexts. They provide two examples of the work of scientists that demonstrate different approaches to developing scientific knowledge or solving a scientific problem.Students formulate their own hypotheses and plan and conduct investigations in order to prove or disprove them. They use chemicals (including biomaterials), equipment, electronic components and instruments responsibly and safely. They select appropriate equipment and measurement procedures that will ensure a high degree of reliability in data collected and enable valid conclusions to be drawn. They construct working models and visual aids that demonstrate scientific ideas. They present experimental results using appropriate data presentation formats, and comment on the nature of experimental errors. They use Material Safety Data Sheets (MSDS) and risk assessment to evaluate the safety of their investigations. They evaluate the appropriateness of the experimental design and methodology used to investigate their predictions.//

//Learning focus//
//As students work towards the achievement of Level 6 standards in Science, they extend their concept of science as a way of knowing to include an understanding of how scientific theories and [|models] drawn from traditional and [|emerging sciences] are based on evidence that may initially be tentative and limited.// //Examples include atomic structure, natural selection and evolution, development of medicines, genetic inheritance, and the genesis of the Universe.//  //They explore the ways in which scientific theories are both powerful (in guiding thinking and investigation) and tentative (in being open to change) at the same time. They understand that the features of science as a way of knowing lead to it being: empirical and non-empirical, creative and methodical, and speculative and logical. They appreciate that people of diverse cultures have contributed to and shaped the development of science.//  //They consider how coordination and regulation of functions occurs in plants and animals. They investigate the adaptive behaviours which enable plants and animals to survive in their environments, and consider possible adaptive behaviours which may be needed for future survival. They explore the role of DNA and genes in determining patterns of inheritance.//

//National Statements of Learning//
//This learning focus statement, with the following elaborations, incorporates the Year 9 National Statement of Learning for Science. Some aspects of the Year 9 Statement of Learning are incorporated in the Level 5 learning focus statement.// >> //**Elaborations**://
 * //They appreciate that people of diverse cultures have contributed to and shaped the development of science.//
 * //They investigate how [|energy] may be responsible for the changes observed in biological, chemical and physical processes and applications. Examples include … global atmospheric changes; plate tectonics; … population dynamics….//
 * <span style="color: #7e7777; font-family: arial,verdana,helvetica,sans-serif; font-size: 80%; vertical-align: baseline;">//They explain trends and patterns in data, identify discrepancies in experimental results and suggest improvements to their <span style="font-family: arial,verdana,helvetica,sans-serif;">[|investigations] .//
 * <span style="color: #7e7777; font-family: arial,verdana,helvetica,sans-serif; font-size: 80%; vertical-align: baseline;">//Students cite instances in which social priorities have had an impact on or have been influenced by society.//