Are you what you eat? Weekly planner

Timeline Week 1-2 3-4 5-6 7-8 9- 10 11-12 13	Topics Introduction of the unit What is a balanced diet? How healthy is your diet? What macro nutrients do foods contain? What are the deficiency disease? How can you read a food label? What are the health problems with over eating and under eating? What is BMI? How can you measure BMI? What are other methods of measuring  if you are healthy? What are the health problems with over eating and under eating? What relationship does our diet have on our health? What influence does culture have on people’s diet? Are some diets better than others? What are the parts of the digestive system? How do the different parts of the digestive system work? How is the food broken down by mechincal and chemical digestion? What are the problems with the digestive system? What are some of the caused of digestive problems? Myth busting – Are all the old wives tells about food and sicknesses true? Are some diets better than others? Does the media give misinformation about food? What is food dressing? How does this trick people in advertising? Debates and essay writing Review – final test – unit reflection	Teaching experiences WIK, WILK, WIL Think pair share – of the major food groups. Pre knowledge quiz – food facts. Powerpoint – note taking – major food groups and the uses in the body. Labeling and matching activity – food plate Planning a healthy eating plan for a typical day. Lab – food testing Reading and research tasks – food deficiencies Food label reading exercise Video task – problems with obesity and eating disorders. Calculating energy in and energy out put. Measuring of BMI - calculating Reading task on obesity Lab – energy content in different foods. Research about the different diets around the world Labeling exercise – parts of the digestive system Class demo – model digestive system Making a model gut lab – to show diffusion Video – journey through the guts. Assessment task 1 – comic strip Formative test – key words quiz Computer research – digestive problems and causes Video – treatments of digestive problems Video – food dressing and advertising. Reading task – advert games – tricks used to get children to eat junk food. Advertising task – producing a poster Photoshop video Researching for debate topics Carry out the debate following debating rules – groups of 3 Write argumentative essay in class Refer back to wik, wilk, wil
- Summative assessments Outline of summative assessment task(s) including assessment criteria: 1.     Create a cartoon strip detailing the journey of food through the digestive system. Criteria D  iii. apply communication modes effectively  iv. document the work of others and sources of information used.  2.     Criteria D - iii. apply communication modes effectively  Debating task – Groups of 3 debating various questions. Junk food and soda’s should be banned from Binus. Fast food restaurants are responsible for people becoming obese Fast food commercials should be banned  Unrealistic advertising leads to eating disorders 3.     Criteria D (all) Argumentative essay (using the same question from the debate write an argumentative essay. Written in class 4.     End of unit test – Criteria A

Welcome to grade 7 Science - Unit 1

The Wonders of Light and Sound. 

Statement of Inquiry

Enhanced understanding of relationship of the transformation of energy has driven the development of scientific and technical innovation.

Inquiry Questions
Factual How does light and sound travel?
Factual What are the differences and similarities between how light and sound travel?
Factual What are the properties of light and sound?
Factual How do we perceive light and sound?
Conceptual What is the relationship between the behaviour of energy and how we transform it into different uses?
Conceptual What drives the innovation of light and sound technology?
Conceptual How has enhanced understanding of energy transformation driven technological advancements?
Debatable Should we continue to advance light and sound technology?
Debatable What limits the development of light and sound technology?
Debatable Do technological advancements cause more harm than good?

Weekly Planner. 

Week	Topic	Tasks
1 (11th August	Introduction and setting goals	Pre test and WIL, WILK, WIL – creating debatable, conceptual and factual questions for the unit.
2 (18/8-22/8)	Introduction to light and sound. Where does light come from? How does light travel? How is sound produced? Can sound be produced without a vibration? What are the differences between how sound travels?	Starter video – Sound multi station to investigate how sound is produced. How can you change the pitch and volume of different instruments? Worksheet about musical instruments – what is vibrating? How can you change the pitch and the volume? Class demo to prove that light travels in a straight line Drawing a light diagram and labelling simple reflection diagram.
3 (25/8-29/8)	How is light reflected? Can light bend? What happens when light travels through different materials (mediums)?	- Laws of reflection – investigation into the laws of reflection - Write an evaluation using the writing strategies: WWW- what went well EBI: Even better if - Refraction investigation. – passing light through different mediums - Writing activity - writing a letter to explain how refraction works in a real life situation.
4 (1/9-5/9)	How is the reflection of sound used in nature and technology? How do the acoustics change in different environments?	-  Use the ripple tank demo and interactive computer models to investigate how sound waves behave (echo, reverberation, absorption) Sounds amazing sound lab
	How is the sound affected when using different materials? Can sound be heard in space?	Investigation about how sound travels through different materials: String telephones – Selecting IV, DV and control variables and carrying out the investigation. Displaying findings in poster form. Demonstration using a vacuum jar – make observations and apply your knowledge about how sound travels using particle theory
5 (8/9-12/9)	How are shadows formed? Which materials allow shadows to form? How can the size of shadows be changed?	·         Investigate how much light can pass through different materials – opaque, transparent and translucent. What type of shadows are formed? ·         Planning formative task – Planning and carrying out a shadow investigation - application -Wayang puppet show. ·         Introduce the criteria – B and C ·         Group roles to help organisation ·         Keyword quick quiz
6 (15/9-19/9)	How do we hear? Are 2 ears better than one? How do we measure the loudness of sound and pitch? How can our hearing be damaged?	-         - Learn about the structure of the ear and how the vibration travels through the different parts of the ear – matching and labelling worksheet -      -    Confuse a phone video – Class investigation to see if 2 ears are better than one. -       -   Measure how loud different parts of the school are using the decibel meter. -       -   Matching activity from chapter 11 – threshold of hearing to levels that damage your ears
7 (22/9-26/9)	Can we improve our hearing?	Super Pinna -       Formative task B and C (focusing on conclusion and evaluation writing) Self assessment how to improve your score?
8 (29-9-3/10)	Setting a timeline What is the light spectrum? What is white light made from? What are the primary colours of light?	-Introduce the Criteria D assessment. Plan a timeline for the complement of the assessment.   ·         Dispersion of light experiment to introduce the light spectrum. ·         Primary colours of light – how different colours are reflected or absorbed. Use of filters – whole class investigation
9 (6/10-10/10	How does the eye perceive light? How do lenses help to correct vision? Why can some people not see the same as others?	·         Parts of the eye and colour blindness ·         Eye dissection and lenses
10 -11(15/10-24/10)	Technical uses and implementation	Reading and selecting the appropriate information about  an inventor of an invention that uses light and sound.
12 (27/10-31/10) - 13 (3/11-7/11)	Assessment B and C How can we transform headphones into a speaker? What is the relationship between the behaviour of energy and how we transform it into different uses?	Designing a headphone speaker. - Planning and completing a full lab report.
14 (10/11-14/11)	Review and reflection of the unit Due date for Criteria D assessment	- Reflection task - Practice test