Outcome 5.11:  Student analyses the impact of human resource use on the biosphere to evaluate methods of conserving, protecting and maintaining Earth’s resources.

Content 5.11.2: Waste from resource use 

c) Discuss strategies used to balance human activities and needs in ecosystems with conserving, protecting and maintaining the quality and sustainability of the environment

This web 2.0 toolallows students to create online dynamic mind maps to conceptualize ideas. By utilising Mindomo, students are able to build scientific concepts through a visual aid. Mindomo provides vibrant and interactive visual manipulations to engage student learning. Furthermore it is facilitated through an online server allowing students to change and maneuver the designs and layout of the mind map. Therefore engage student learning and encourage participation in class discussions. This web 2.0 tool will facilitate individual critical learning within a collaborative working environment to develop new ideas and build connections.

Outcome 5.8: A student relates the structure and function of living things to models, theories and laws.

Content 5.8.3: The theory of evolution and natural selection

b) Relate natural selection to the theory of evolution.

Edublog provides interactive space for students to reflect and document their work after an activity. Students are able to use Edublogs to report and update their finds daily. It can be use to describe their observations and personal reflections upon their experiments. Educator can communicate to their students more efficiently by providing feedback instantly. Through the utilization of this Web tool, learners are able to see gradual developments of their results from the task. Furthermore students are able to comment and rate their peer experiments. This will motivate students to continue to engage in scientific literary by forming peer discussions.

Outcome 5.11:  Student analyses the impact of human resource use on the biosphere to evaluate methods of conserving, protecting and maintaining Earth’s resources.

Content 5.11.2: Waste from resource use 

c) Discuss strategies used to balance human activities and needs in ecosystems with conserving, protecting and maintaining the quality and sustainability of the environment

Smore is a web 2.0 tool which explores practical and visual aspects of students to create flyers. Flyers can be used to inform ongoing scientific concerns within the society. Creativity sparks productive learning and introduction to new ideas and concepts. Smore inspires students to become more active within societal concerns. As this will encourage learners develop scientific relations with everyday practices. 

Outcome 5.9:  A student relates the development of the universe and the dynamic structure of Earth to models, theories and laws and the influence of time.

Content 5.9.4:  Natural events

c) Relate the fossil record to the age of Earth and the time over which life has been evolving

This web 2.0 tool is a digital scrapbooking tool; it provides an inspiring activity for students to develop their own perspective upon scientific content. Mixbooks employs exciting online digital narratives, where students can narrate their own stories. The use of colourful and dynamic applications invites students to portray their understanding on a scientific concept. This application provides an alternate source to traditional writing reports. Students can work collaboratively ebook to develop their understanding and incorporate different ideas. Completed stories are able to be shared amongst peers online.

Outcome 5.10:  A student assesses human impacts on the interaction of biotic and abiotic features of the environment.

Content 5.11.1  Energy resources

c) Discuss strategies used to balance human activities and needs in ecosystems with conserving protecting and maintaining the quality and sustainability of the environment.

Graphic novels and comic books deliver significant appeal to all stages of students. Students can design their own graphic novels to portray and share scientific concepts. Comic Master provides interesting background, characters and props to customize student’s illustrations of learning outcomes. Students are to illustrate comic addressing global issues affecting natural systems. This activity provides students with an opportunity to creatively display their research findings and effectively communicate to peers. 

Outcome 4.8: A student describes features of living things.

Content 4.8.5: Humans

a) Describe the role of the digestive, circulatory, excretory, skeletal and respiratory systems in maintaining humans as functioning organisms.

Tagxedo is an enervative form of word cloud generator. It incorporates various individual words into a picture. This will stimulate and engage students through both visual and cognitive configurations. Tasks completed from tagxedo will aim to encourage students to construct associations with personal experiences to scientific objectives.  Students are able to compare and contrast individual word images with fellow student to broaden their understanding.  This will encourage student to interact peer discourse. Tagxedo will provide support to initiate the learning objective and allow students to be more familiar to the concept.

URL: http://www.tagxedo.com/

Outcome 4.7: A student describes observed properties of substances using scientific models and theories.

Content: 4.7.6: Compounds and Reactions

b) Identify when a chemical reaction is taking place by observing changes in temperature, the appearance of a new substance or the disappearance of an original substance

c) Distinguish between compounds and mixtures.

Outcome 4.12:  A student identifies, using examples, common simple devices and explains why they are used.

Content 4.12: Technology

a)  Identify that technologies make tasks easier or more convenient

Technology has continued to influences society’s culture, students are continuously fascinated within new developments of technology. This activity will help engage students to relate scientific principles to everyday life experiences. Timetoast provides an interactive and organized time frame that displays information to an event. Students are able to engage within an interactive visual stimulus to present relationships and connections between key events. Timetoast enables various multimedia uploads into the timelines. This will facilitate students to accumulate secondary resources to complement their virtual timeline.

Activity: Students are to create an online poster educating peer students on infectious diseases. In pairs students are to present on different specific infectious diseases within the society. Students must incorporate the causes, symptoms treatment and prevention of their chosen disease. Students must present their poster to a chosen infectious diseases campaign to inform students on their disease.

Outcome 5.8:  A student relates the structure and function of living things to models, theories and laws.

Content 5.8.4  Humans

a) Describe some responses of body systems to infectious and non-infectious diseases.

Glogster allows students to incorporate multimedia simulations to engage students understanding. Due to its online format, teachers and fellow students can comment and pose questions regarding the poster. Infection and diseases has become a controversy within society and students life. Student’s relations to everyday life pheromone will engage students to science learning objectives. This activity will provide closure to student’s curiosity of diseases and infections, as students have most likely been sick.

Outcome 5.6:  A student applies models, theories and laws to situations involving energy, force and motion.

Content 5.6.2:  Newton’s Laws – motion

a)  Describe qualitatively the relationship between force, mass and acceleration.

d)  analyse qualitatively common situations involving motion in terms of Newton’s Laws

This activity will engage students through their interest of cars and motor vehicles, particularly within unisex boy schools. This web 2.0 tool provides an online interactive space to incorporate student-centered learning. This dynamic zoomable canvas creates visually engaging presentations which extend beyond generic presentations. It allows students to publicly present their ideas Students are able to present their designs to peers and engage in a discussion upon their designs.

Outcome 4.7: A student describes observed properties of substances using scientific models and theories.

Content 4.7.6: Compounds and reactions

b)  Identify when a chemical reaction is taking place by observing changes in temperature, the appearance of a new substance or the disappearance of an original substance

Students are to complete quiz polls as a class to commence discussion.  Student’s answers will be polled anonymously, allowing students to participate without the fear being embarrassed if they were to get it wrong . Also this activity relates heavily to everyday practices of students lives.This web tool provides feedback responses to individual student’s background knowledge. As a whole, students will engage in an interactive activity in class to aid peer knowledge.

Outcome 4.8: A student describes features of living things.

Content 4.8.1: Cell theory

b) Identify and describe the functions of the nucleus, cytoplasm, cell membrane, cell wall and chloroplast.

Students are accompanied through a interactive step-by step narration of the cellular components. Realistic graphic designs captivate students and enable students to actively engage in investigating cellular features.

Outcome 5.6: A student applies models, theories and laws to situations involving energy, force and motion.

Content 5.6.4: Light energy

a) Distinguish between the absorption, reflection and refraction of light and identify everyday situations where each occurs.

This animation distinguishes between light absorption, reflection and refraction through everyday situations. This animation will facilitate students to broaden their scientific discoveries and promote building relationships to everyday situations. Students are to illustrate and present their versions of light energy in everyday situations. In addition students will need to interpret other peer group’s illustrations by identifying the absorption, reflection and refraction of light. This will provide inspiration to working collaboratively and initiate discourse.

URL: http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/light-absorb-reflect-refract.htm

Outcome 5.8: A student relates the structure and function of living things to models, theories and laws.

Content 5.8.2: the Watson-Crick model of DNA

a)  Explain the advantages of DNA replicating exactly

This online simulation provides vibrant and dynamic interactions of students to match the corresponding nucleotides to the single strand DNA. This simulation provides achievable instructions for student to successfully complete the task. It introduces the importance of DNA replication as an active game. This will engage students to utilize their problem solving skills to complete the replication of DNA.

Outcome 4.7:  A student describes observed properties of substances using scientific models and theories

Content 4.7.5:  Mixtures

a) Identify situations where the processes of filtration, sedimentation, sieving, distillation, chromatography, evaporation, condensation, crystallisation and magnetic attraction are appropriate to separate components of a mixture.

This interactive animation illustrates separation techniques of compounds and mixtures. This simulation provides engaging stimuli as it illustrates the dynamics of chemical bonding between atoms. Through the use of vibrant colours and audio narrations, students are able to follow through a step-by-step story.

Outcome 4.8: A student describes features of living things.

Content 4.8.5 Humans

a)  Describe the role of the digestive, circulatory, excretory, skeletal and respiratory

systems in maintaining humans as functioning organisms.

This simulation provides a step-by-step explanation of how the digestive system works after consuming different types of food sources. Students will be able to explore the molecular compounds after the break down of foods. This will intrigue them to ponder on their daily food consumption. Through the interactive animation, students can explore the specific parts of the digestive system and allow them to be more familiar with their own body system.

Outcome 5.8: A student relates the structure and function of living things to models, theories and laws.

Content 5.8.3: The theory of evolution and natural selection

b) Relate natural selection to the theory of evolution.

Virtual experiments provide an engaging activity alternate to generic worksheets as students are able to actively imitate experimental protocol. This activity will encourage utilisation of spreadsheets and inspire more experimental investigations.

URL: http://www.techapps.net/interactives/pepperMoths.swf

Domain: Knowledge and Understanding

Outcome 5.8:  A student relates the structure and function of living things to models, theories and laws.

Content 5.8.2  The Watson-Crick model of DNA

e) Identify the role of genes and environmental factors in determining the features of an organism.

Domain: Skills

Outcome 5.17 Processing information

a) organise data using a variety of methods including diagrams, tables, spreadsheets and databases

f) identify trends, patterns, relationships and contradictions in data and information

Outcome 5.18

b) select and use an appropriate medium to present data and information

e) use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly and/or succinctly

f) select and draw the appropriate type of graph

This activity will allow students to interact with each other to accumulate observable features.  Kid’s Zone Create A Graph can be used to illustrate the frequency of students observed with a specific trait.  From this activity, students will discuss the similarities and differences of each individual trait observed from each other.  This activity will successfully engage students, as they are able to accumulate results in an interactive and dynamic fashion. Kid’s Zone has successfully provided easy steps, clues and feedback for students to successfully identify and create the correct graph.

URL: http://nces.ed.gov/nceskids/createagraph/default.aspx

Outcome 4.6:  A student identifies and describes energy changes and the action of forces in common situations.

Content 4.6.8: Electrostatic force

a) Describe ways in which objects acquire an electrostatic charge

b) Identify everyday situations where the effects of electrostatic forces can be observed

Domain: Knowledge and Understanding

Outcome 4.9: A student describes the dynamic structure of Earth and its relationship to other parts of our solar system and the universe.

Content 4.9.2: Components of the universe

a)   Describe some major features of the universe, including galaxies, stars, nebulae and solar systems

b)  Use appropriate scales to describe differences in sizes of, and distances between, structures making up the universe

Domain: Skills

Outcome 4.17 Evaluates the relevance of data and information

Content 4.17 Processing information

d) Organise data using a variety of methods including diagrams, tables, spreadsheets and databases

Outcome 4.18 With guidance, presents information to an audience to achieve a particular purpose

Content 4.18: Presenting information

b) Select and use an appropriate medium to present data and information

e) Use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly and/or succinctly.

Grubba provides a space for students to create an online database, creating fun facts upon the relative unit of work. This activity will encourage students to develop database skills by familiarising functional applications while designing their databases. As a team students can compile relevant information to display publicly.