Summary: Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world.
Changes in Science Knowledge
“research an example of how changes in scientific knowledge have contributed to finding a solution to a human health issue”
Notes
| Activity/Resource | Notes |
|---|---|
| [Research] Cancer Presentation | Provide students with either: a) a curated list (via Google Classroom) of websites to research from, or b) the option to do independent/pair research Students create a 2-3 slide presentation (maximum 5 minutes) about a type of cancer, identifying: ‘ Possible causes identified by scientists; Strategies used to raise awareness; Technologies used to detect cancer Students present their chosen cancer type and comment on what they found interesting + changed their prior understanding of cancer |
New Evidence and Real World Problems
“recount how evidence from a scientific discovery has changed understanding and contributed to solving a real world problem, eg animal or plant disease, hygiene, food preservation, sewage treatment or biotechnology”
Notes
| Activity/Resource | Notes |
|---|---|
| [Research] Timeline | Students produce a timeline with pictures of different inventions/discoveries that have impacted food preservation – describe also where they would be used |
| [Practical] Bacteria Experiment | Set up bacteria growing experiment – record observations over multiple lessons |
| [Literacy] Poster | Scenario: ‘new’ hygiene product invented; in small groups, create an advertising campaign for a hygiene product to convince the rest of the class why they should buy it Present to the class; class votes on which poster was most convincing + discuss how useful they think the product would be (in connection to solving a hygiene issue) |
Technology and Health Issues
“describe, using examples, how developments in technology have contributed to finding solutions to a contemporary issue, eg organ transplantation, artificial joints/limbs, treatment for diabetes, asthma, kidney or heart disease”
Notes
| Activity/Resource | Notes |
|---|---|
| [Research] Booklet | Scenario: students design a booklet for a close relative/friend about a medical procedure they are about to undergo Students select a procedure, conduct research and collect information (risks, what do I as a patient need to prepare, what to do after the procedure, expected health outcomes) Can provide sample pamphlets (visit the doctor) Arrange tables around the classroom (along walls – optional); place student booklets on table with blank paper (for student feedback) Students look at each other’s work and provide feedback – feedback used for reflection, identifying improvements, and for ideas for future questions to explore Students submit their work + reflection on their feedback |
| [Practical] Model | Students explore/discuss features of a physical anatomical model (if available) |
| [Literacy] Mind Map | Students researching the same procedure can create a mind-map covering what they researched Students use their notes + mind-map to inform their project (booklet) |
Societal Decisions
“give examples to show that groups of people in society may use or weight criteria differently in making decisions about the application of a solution to a contemporary issue, eg organ transplantation, control and prevention of diseases and dietary deficiencies”
Notes
| Activity/Resource | Notes |
|---|---|
*Will continue adding/refining ideas here over time.
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