Year 7: ‘Dem Good ol’ Bones

Learning Intention: To understand the structure and function of the mammalian skeleton. Success Criteria: You will be able to correctly answer the questions in the text and describe how the skeleton works.
Did you know that the adult human skeleton contains over 200 separate bones – but a baby has even more! Find out three important jobs that bones do, what they are made of and the minerals required to keep them strong and healthy. What happens to broken bones and what is osteoporosis?
While I am away on Wednesday, you are asked to read pages 274 and 275 “Bones on the Move” and answer the Remember, Think and Investigate quesions (Q1 to 8).
When you have finished, you have a choice of two activities. The first activity is to create a model hand, using cardboard, string and staples. Go to the Science Kids website for instructions. The second activity is to create a QR (Quick Response) code with the scientific and common name of some of the more prominent bones in the skeleton. To do this, go to QR stuff or kaywa qr codes and type in both names of the bone (skull and cranium; breastbone and sternum for example). Save and print your QR code and then attach it to the appropriate bone in the skeleton model.

Year 8 Nutrition

James’ Mindmap using and Clipart.

Your first task today is to create either a (or paper) Mindmap or a (virtual or real) Poster reviewing what we learnt yesterday. The title is Nutrition and you need to include each of the five nutrients, with what they are made up of, why they are needed and at least five examples of each food type. Post your finished product on your blog and send the link to my gmail address. When you have finished check out this activity from BBC Bitesize: Nutrition.

Nutritional Information panels contain data about the amount of energy (measured in kilojoules), carbohydrates, proteins, lipids, vitamins and minerals in packaged food. They are compulsory in Australia and give consumers information about their the food they are purchasing and consuming. You will have a variety of packages to read, interpret and record the data in the Google Document at this link:

Nutritional Information of Food Products

This is an interesting interactive from PBS that demonstrates how different nutrients are used in your body.

Next week, while you are on camp, I would like you to keep a food diary, to work out how many kilojoules you consume each day. For each day, you need to record the quantity and type of each food you eat for breakfast, lunch, dinner and snacks. When you get back from Apollo Bay, we will do some food tests to investigate what types of nutrients are in different foods, so make sure you bring in a small sample of food to test. These are the tests we will be doing:

1.Brown paper or Emulsion test for fats and oils (lipids).
2.Iodine test for starch.
3.Benedict’s solution and heat for glucose (sugar).
4.Copper sulphate (10 drops) and sodium hydroxide (5 drops) for protein.

Year 8 Science: Human Body Systems

arteries and qr code
Each student chooses an organ from either the circulatory, respiratory, digestive or excretory system. They write a web page on a wiki, describing the structure and function of that organ, including labelled diagrams. They write five “I am” statements about the organ and then find out two other organs attached to their organ and link their page to those two pages. They then create a QR code for the answer (heart, arteries, lungs etc) at either of these two sites: QR code or kaywa qr codes with the URL link that directs the reader to their wiki page. The QR code is then attached to the appropriate organ in the human torso model.

For example: “I am an organ in the circulatory system that carries oxygenated blood from the heart. I have thick, muscular walls, no valves and lead to the capillaries.” The QR code scans to produce the link to the wiki page with the answer, “Arteries”, and all the information about that organ. This page would be linked to the heart and capillaries pages.

Act Wild!


Learning Intention:
Students will understand that there is a great variety of living organisms on earth and that humans depend on this biodiversity for their survival.

Success Criteria:
Students will produce a table that includes examples of Biological Services (eg. pollination, production of oxygen by photosynthesis); Biological Products (eg. fruit, wood, seeds and grains, wool, cotton) and Social Benefits.

You now have the choice of five different activites:

Activity 1: Take the Fossweb “Diversity of Life” challenge – upload your digital photos of seeds, leaves, flowers or ‘critters’ to the site.

Activity 2: Complete the worksheet “Characteristics of Life” – from Gerald Ardito in New York.

Activity 3: Create your own video documentary in the style of one of the following famous naturalists: David Attenborough, Steve Irwin (Crocodile Hunter) or Charles Darwin (“Father of Evolution”)
Make sure you include all the structual, functional and behavioural characterisitics which make your chosen species unique. If it is 60 seconds in duration it can be entered into the 60-second science competition.

Activity 4: Write an essay – “If I was an animal I would be a……………..” . Explain all the characteristics you have in common with that animal and all that is different. David Attenborough, for example, claims he would be a three-toed sloth, because they are incredibly lazy, slow-moving and sleep a lot! Post your essay on your blog with an appropriate creative commons image to match.

Year 7 students have been learning about living organisms and now they can learn how to help save our wildlife at “Act Wild!”. This site has links to events, such as student web conferences and pages to create conservation mash-ups. Go to the site and register, then join the forum under “Wild Schools” by answering the question “How Do The Choices You Make At Home And School Affect Our Australian Wildlife?”. The next student conference is on next Thursday, 18th of October “Act Wild for Gorillas with Zoos Victoria”. Use the Elluminate link to access the session between 2.00pm and 3.00pm. Elluminate Link to “Act Wild for Orangutans” here!

Another great site for learning about our amazing wildlife around the world is ARKive. Sign up for their newsletter and you can create your own albums containing images and videos of your favourite animals. You can also play two different science games – one to design the perfect habitat for the black-footed ferret and another to learn how to save a rare sand lizard.

Year 8 “Changing Earth” Project


Limestone Pinnacles at Nambung National Park, near Cervantes, Western Australia.

Learning Intention: To work individually or in a small group to demonstrate your understanding of the formation of different rock types and fossils.

Success Criteria: Each student will create, or assist to create, a project that demonstrates a good understanding of the formation of igneous, sedimentary and metamorphic rocks and fossils.

Some of the options for your project include:

  • A 60-second science video for the competition. Read the rules carefully – each contestant must effectively explain the science, not just demonstrate a phenomena. So you will need to explain the processes of erosion and weathering, volcanic action and plate subduction, formation of sediments and how heat and pressure changes the appearance and properties of rocks. You could use a Common-Craft style or convert a slideshow to a video by saving as jpeg files and importing them into Windows MovieMaker.
  • A poster, brochure or booklet that shows the rock cycle and gives examples of different rock types from around the world.
  • A “Rock Around the World” wiki that gives examples of famous geological landmarks, where they are located, how they are formed and what type of rocks they consist of.
  • Please check the Assessment Rubric and make sure you fulfill the criteria to the best of your ability.

Student Carbon Cycle Projects

This Voicethread will be added to by the students in Year 8, to demonstrate their understanding of the Carbon Cycle. Adam used Paint, Audacity and Windows Movie Maker to create this video about the Carbon Cycle. carbon_cycle_by_Adam


The Carbon Cycle – James & Nick

Lachlan and Daniel’s Carbon Cycle

Stephanie, Kiri, Tiffany and Emily’s carbon cycle movie

Tamiko and Shannon’s Carbon Cycle Movie

Tyler, Ricky and Jordan’s Carbon Cycle Movie

The Water Cycle


Image Source

Your task in Year 7 Science this week is to create a digital representation of the water cycle that demonstrates your understanding of the following terms:

  • Evaporation
  • Condensation
  • Precipitation
  • Percolation
  • Transpiration

There are a variety of tools you can use to achieve this. You could draw a poster, photograph it and upload it to Voicethread or Capzles, then use narration or the text tools to describe the processes you have drawn. You could use Photostory, Kahootz or Pivot to create a video animation of the water cycle. You could also use Comic Life or ToonDo to create a cartoon about the water cycle from the perspective of a water molecule – “My Life as a Water Molecule”. Make sure your digital product clearly shows your understanding of the five processes listed above and that it is uploaded to your blog by next Wednesday 16th March.

Mrs Smethurst’s class produced some “Common Craft” style videos about the Water Cycle here:

“The Water Cycle” by Josh, Jarrod and Clayton

“A Different Water Cycle” by Olivia, Tahlia and Courtney

Sophie’s Blog post about the Water Cycle

Emalee’s Blog post and Voki about the Water Cycle