El Science Lower Second Work Plan Sample

WORK PLAN FOR 20_ _–20_ _ Science Years 8–9 SAMPLE
Note:
• Students should be given opportunities to develop their understanding and application of Ways of working through the experiments and investigations
within each unit.
• The first unit overview (Forensics — Introduction to investigative processes) specifically identifies how the Ways of working may be enacted within a unit
of work.
• An extended experimental investigation (EEI) would be a suitable assessment for use with these units. An EEI would provide students with the
opportunity to demonstrate the Ways of working.
• When using Knowledge and understanding from Science as a human endeavour, use it with Knowledge and understanding from one or more of the other
organisers. This helps situate science in real-world contexts.
Year level/s: 8
Assessable elements
Time
Unit title Targeted Essential Learnings Unit overview topics Assessment instruments
allocation
and techniques
Approximately Forensics — Ways of working Knowledge and understanding This unit primarily introduces Assessable elements:
4 weeks introduction to Students are able to: Natural and processed materials students to the Ways of working. • Investigating
investigative Initially students are given simple
• identify problems and issues, • Matter can be classified according • Communicating
processes crime scenarios allowing them to:
formulate scientific questions to its structure.
and design investigations • distinguish between • Reflecting
observation and inference Assessment instruments and
• plan investigations guided by
develop a hypothesis based on techniques:
scientific concepts and design
observations “Who done it?” — analysis of
and carry out fair tests
• interpret evidence to determine crime scene scenario
• research and analyse data,
whether a hypothesis is Students are provided with a crime
information and evidence
correct. scene scenario and associated
• evaluate data, information and
Students then begin to gather their evidence. If the evidence is
evidence to identify second-hand, the students analyse
own first-hand evidence using
connections, construct it to determine the guilty party.
appropriate equipment and
arguments and link results to Alternatively, the students gather
technologies including:
theory their own evidence to solve the
• fingerprinting
• select and use scientific crime.
equipment and technologies • casts
to enhance the reliability and • chromatography.
accuracy of data collected in
investigations
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SAMPLE
• conduct and apply safety
audits and identify and
manage risks
• draw conclusions that
summarise and explain
patterns, and that are
consistent with the data and
respond to the question
• communicate scientific ideas,
explanations, conclusions,
decisions and data, using
scientific argument and
terminology, in appropriate
formats
• reflect on different
perspectives and evaluate the
influence of people’s values
and culture on the applications
of science
• reflect on learning, apply new
understandings and justify
future applications.
Approximately Understanding Ways of working Knowledge and understanding This unit develops an Assessable elements:
6 weeks matter Students are able to: Natural and processed materials understanding of the properties of • Knowledge and understanding
different states of matter and the
• research and analyse data, • Changes in physical properties of theory scientists use to explain the • Investigating
information and evidence substances can be explained using differences. • Communicating
• evaluate data, information and the particle model.
Our universe is made up of matter • Reflecting
evidence to identify • Matter can be classified according that can be classified in a number
connections, construct to its structure. Assessment instruments and
of different ways. techniques:
arguments and link results to Energy and change States of matter (solids, liquids Supervised assessment
theory
• Energy can be transferred from and gases) provide one
• draw conclusions that one medium to another. classification: Properties include
summarise and explain shape, volume, compressibility.
patterns, and that are Scientists use a scientific model
consistent with the data and called the particle model to
respond to the question. understand the structure of matter:
The main difference between the
states of matter is the distances
and forces between particles, and

SAMPLE
the energy of the particles.
• Energy is involved when matter
changes from one state to a
different state.
Approximately Diversity of Ways of working Knowledge and understanding This unit investigates the basic Assessable elements:
6 weeks living things Students are able to: Life and living unit of all living things — the cell. It • Knowledge and understanding
involves using a microscope to
• select and use scientific • Complex organisms depend on observe components of the cell • Communicating
equipment and technologies interacting body systems to meet and some of the differences • Reflecting
to enhance the reliability and their needs internally and with between plant and animal cells.
accuracy of data collected in respect to their environment. Assessment instruments and
Cells may be specialised in order techniques:
investigations • The diversity of plants and animals to perform specific functions: • Make a model of a cell
• conduct and apply safety can be explained using the theory
• cellular material including cell accompanied by a PowerPoint
audits and identify and of evolution through natural
membrane, cell wall, nucleus, presentation or a poster
manage risks selection.
vacuole and cytoplasm describing the different
• communicate scientific ideas, Science as a human endeavour organelles and their function.
• interactions between and
explanations, conclusions, • Responsible, ethical and informed
functions of various • Research how vaccines were
decisions about social priorities components of the cell discovered and used, and
scientific argument and often require the application of
terminology, in appropriate • differences between plants and present this electronically.
scientific understanding.
formats animals
• reflect on different • observation of unicellular
perspectives and evaluate the organisms
influence of people’s values • differences between cells in
and culture on the applications different tissue.
of science.
The diversity of living is great so
scientists have developed a
system of classifying living things
based on their characteristics.
This classification system
continues to change as more
detailed information about living
things becomes available:
• basis of classification systems
from six kingdoms to three
domains
• diversity of living things from
unicellular to multicellular and
relationships between groups.
An understanding of
micro-organisms has led to an

SAMPLE
understanding of disease and how
it is transmitted. It has also led to
the development of vaccines:
• bacteria, infections and
vaccines.
Approximately Our place in Ways of working Knowledge and understanding This unit explores how scientific Assessable elements:
4 weeks the universe Students are able to: Earth and beyond understanding of the universe • Knowledge and understanding
have changed over time and the
• research and analyse data, • Scientific ideas and theories offer contribution made to current • Investigating
information and evidence explanations about the earth that understanding by different • Communicating
• evaluate data, information and extend to the origins of the scientists.
universe. • Reflecting
evidence to identify Solar system:
connections, construct • Global patterns of change on earth Assessment instruments and
• formation of the solar system techniques:
arguments and link results to and in its atmosphere can be
theory predicted and modelled. • changing understandings of the Report on a global cycle, how it
Earth’s place in the solar affects our lives and future
• draw conclusions that Science as a human endeavour
system predicted events related to that
summarise and explain • People from different cultures
• rocky planets cycle.
patterns, and that are contribute to and shape the
consistent with the data and development of science. • moons, satellites, comets,
respond to the question meteorites.
• communicate scientific ideas, Different cultures have interpreted
explanations, conclusions, and used astronomical events in a
decisions and data, using variety of ways. Understanding of
scientific argument and patterns and cycles have
terminology, in appropriate developed and so predictions
formats about future events can also be
• reflect on different made:
perspectives and evaluate the • phases of the moon
• seasons
of science • tides
• reflect on learning, apply new • eclipses.
understandings and justify Indigenous understanding:
future applications. • formation of the earth
• seasons.

SAMPLE
Approximately The heat is on Ways of working Knowledge and understanding This unit investigates heat energy Assessable elements:
4 weeks Students are able to: Energy and change and how it is transferred and • Knowledge and understanding
transformed. It investigates the
• identify problems and issues, • Energy can be transferred from different methods by which heat • Investigating
formulate scientific questions one medium to another. energy is transferred and • Communicating
and design investigations • Transfer of energy can vary compares the ability of different
• Reflecting
• research and analyse data, according to the medium in which it material to conduct heat. The
information and evidence travels. concept of energy efficiency is Assessment instruments and
considered. techniques:
• evaluate data, information and • Energy is conserved when it is
evidence to identify transferred or transformed. Energy: Design and report on an
energy-efficient home which uses a
connections, construct Science as a human endeavour • measuring temperature and minimal amount of energy.
arguments and link results to temperature scales
theory • Responsible, ethical and informed Consider:
decisions about social priorities • heat energy
• select and use scientific • renewable and non-renewable
often require the application of • transformation between sources
equipment and technologies scientific understanding. different forms of energy
to enhance the reliability and • passive heating and cooling
accuracy of data collected in • law of conservation of energy
• types of construction materials
investigations • energy efficiency.
• aspect/orientation of the house
• conduct and apply safety Transfer of heat energy:
audits and identify and • type of insulation
• conduction, convection,
manage risks • energy efficient appliances
radiation
• draw conclusions that • sources of heating and cooling.
• particle model
patterns, and that are • conductors and insulators.
consistent with the data and Energy use and related
respond to the question environmental consequences are
• communicate scientific ideas, addressed.
explanations, conclusions, Saving energy:
• alternate energy sources
terminology, in appropriate • renewable and non-renewable
formats sources
• reflect on different • energy-efficient devices.
of science

SAMPLE
Approximately The changing Ways of working Knowledge and understanding This unit focuses on the earth, its Assessable elements:
4 weeks Earth Students are able to: Earth and beyond structures and materials. It • Knowledge and understanding
considers how scientists use
• research and analyse data, • Global patterns of change on Earth information gained from volcanoes • Communicating
information and evidence and in its atmosphere can be and earth movements to develop Assessment instruments and
• evaluate data, information and predicted and modelled. scientific theories about the techniques:
evidence to identify • Geological evidence can be structure of the earth: Supervised assessment
connections, construct interpreted to provide information • layers of the earth
arguments and link results to about past and present events.
theory • volcanoes.
Natural and processed materials
The cycle of change from one rock
• draw conclusions that • Matter can be classified according type to another and the
summarise and explain to its structure. information provided by rocks and
Science as a human endeavour fossils is used to interpret
geological events. Rock
respond to the question • Immediate and long-term
classification is also studied. The
• communicate scientific ideas, consequences of human activity
impact of human activity on the
explanations, conclusions, can be predicted by considering
surface of the earth and
decisions and data, using past and present events.
consequences of this activity are
scientific argument and also considered.
• Types of rocks:
formats
• reflect on different − formation and structure
perspectives and evaluate the − igneous, sedimentary,
influence of people’s values metamorphic
and culture on the applications • Fossils
of science.
• Rock cycle:
− weathering and erosion
− human impact changing the
earth’s surface (erosion,
mining).

SAMPLE
Approximately Machines Ways of working Knowledge and understanding This unit investigates to Assessable elements:
4 weeks Students are able to: Energy and change application of forces in simple • Knowledge and understanding
machines and toys.
• identify problems and issues, • An unbalanced force acting on a • Investigating
Forces:
formulate scientific questions body results in a change in motion. • Communicating
and design investigations • types of forces (contact and
• Objects remain stationary or in • Reflecting
non-contact)
• plan investigations guided by constant motion under the
scientific concepts and design influence of balanced forces. • conventions for drawing forces Assessment instruments and
and carry out fair tests techniques:
• Energy can be transferred from • balanced and unbalanced
• evaluate data, information and forces. • Design and make a mouse trap
one medium to another.
evidence to identify racer, balloon-powered car or
Simple machines: water-powered rocket.
connections, construct
• types of simple machines • Analyse the forces acting and
arguments and link results to
(inclined planes, levers, suggest how these can be
theory
pulleys, gears) minimised or maximised.
• select and use scientific
• application of forces
equipment and technologies
to enhance the reliability and • work.
accuracy of data collected in Toys:
investigations
• energy sources and transfer
• action and use of forces.
manage risks
formats

SAMPLE
Approximately Living with Ways of working Knowledge and understanding This unit considers water from a Assessable elements:
6 weeks and in water Students are able to: Natural and processed materials number of different perspectives • Knowledge and understanding
— as a substance with certain
• identify problems and issues, • Changes in physical properties of properties, as ecosystem for living • Investigating
formulate scientific questions substances can be explained using things and as a resource • Communicating
and design investigations the particle model. necessary for humans to survive. • Reflecting
• plan investigations guided by • Matter can be classified according Water as a natural material:
scientific concepts and design to its structure. Assessment instruments and
• Water: techniques:
and carry out fair tests Life and living
• research and analyse data, − pure substance, compound, Design and perform an experiment
• In ecosystems, organisms interact to produce clean water from a
information and evidence formula
with each other and their polluted mixture.
• evaluate data, information and surroundings. − solvent for a variety
evidence to identify substances
• Changes in ecosystems have
connections, construct causes and consequences that − commonly found as part of
arguments and link results to may be predicted. a mixture
theory • Using water:
Science as a human endeavour
• Immediate and long-term − separating mixtures
to enhance the reliability and consequences of human activity − recycling water (natural and
accuracy of data collected in can be predicted by considering human processes)
investigations past and present events. Water as an ecosystem:
• conduct and apply safety • Responsible, ethical and informed • Living in water:
audits and identify and decisions about social priorities
manage risks often require the application of − diversity of water
scientific understanding. ecosystems
• draw conclusions that − adaptations of organisms
summarise and explain living in water
consistent with the data and − food chains and food webs
respond to the question Issues related to water:
• communicate scientific ideas, • Pollution:
− affects of ecosystems
scientific argument and − cleaning up the
terminology, in appropriate environment
formats − dealing with water
• reflect on different shortages.
of science.

SAMPLE
Approximately Looking after Ways of working Knowledge and understanding This unit considers environmental Assessable elements:
4 weeks the Students are able to: Science as a human endeavour issues and what needs to be done • Knowledge and understanding
environment to protect the future. It considers
• identify problems and issues, • Immediate and long-term the need to conserve natural • Investigating
formulate scientific questions consequences of human activity resources and for individuals to • Communicating
and design investigations can be predicted by considering take responsibility for protecting
past and present events. • Reflecting
• research and analyse data, the environment. The contribution
information and evidence • Responsible, ethical and informed science can make to looking after Assessment instruments and
decisions about social priorities the environment is a major focus. techniques:
• evaluate data, information and
often require the application of Energy production: Develop an action plan to increase
evidence to identify
scientific understanding. the amount of recycling and reduce
connections, construct • renewable and non-renewable energy usage in a local context.
arguments and link results to Energy and change resources
theory • Energy can be transferred from • saving energy
• draw conclusions that one medium to another.
• energy efficient appliances.
summarise and explain Natural and processed materials
patterns, and that are Recycling:
• Matter can be classified according
consistent with the data and • types of waste
respond to the question to its structure.
• classifying plastics (polymers)
• recycling symbols
decisions and data, using • recycling plastics, paper,
scientific argument and organic waste
terminology, in appropriate • biodegradable materials.
formats
of science.

SAMPLE
Year level/s: 9
Assessable elements
Time
Unit title Targeted Essential Learnings Unit overview topics Assessment instruments
allocation
and techniques
Approximately Body systems Ways of working Knowledge and understanding This unit provides a general Assessable elements:
6 weeks Students are able to: Life and living overview of the main systems of • Knowledge and understanding
the human body. It considers how
• identify problems and issues, • Complex organisms depend on • Investigating
the systems must work together to
formulate scientific questions interacting body systems to meet
and design investigations their needs internally and with
keep us healthy. • Communicating
• research and analyse data, respect to their environment. Two main body systems, the • Reflecting
digestive and circulatory systems
information and evidence Science as a human endeavour Assessment instruments and
and their interactions are
• evaluate data, information and • Responsible, ethical and informed techniques:
considered in detail. What
evidence to identify decisions about social priorities happens when the balance is Report on an environmental impact
connections, construct often require the application of upset is also considered. on one body system, e.g. air
arguments and link results to scientific understanding. pollution on the respiratory system,
Human body systems:
theory • People from different cultures and how this affects the whole
• cells and nutrition body.
• draw conclusions that contribute to and shape the
summarise and explain development of science. • unicellular verses multi-cellular
patterns, and that are organisms
consistent with the data and • overview of digestive,
respond to the question circulatory, excretory,
• communicate scientific ideas, respiratory.
explanations, conclusions, Interacting systems:
decisions and data, using • digestive and circulatory
scientific argument and systems in detail
formats • how these two systems work
together.
perspectives and evaluate the Medicines:
influence of people’s values • dealing with problems in these
and culture on the applications systems
of science • alternative approaches to
• reflect on learning, apply new medicines, e.g. bush
understandings and justify medicines.

SAMPLE
Approximately Cracked up Ways of working Knowledge and understanding This unit begins by looking at how Assessable elements:
6 weeks Students are able to: Earth and beyond the earth was formed. It revisits • Knowledge and understanding
the structure of the earth and
• research and analyse data, • Scientific ideas and theories offer • Communicating
introduces the concept of
information and evidence explanations about the earth that
extend to the origins of the
continental drift. It considers how • Reflecting
• evaluate data, information and the geological evidence gathered
universe. Assessment instruments and
evidence to identify by scientists over time has lead to techniques:
connections, construct • Global patterns of change on earth evolving theories not only about
arguments and link results to and in its atmosphere can be the structure of the earth but also Supervised assessment
theory predicted and modelled. about the evolution of living things.
• draw conclusions that • Geological evidence can be • Plate tectonics:
summarise and explain interpreted to provide information
patterns, and that are about past and present events. − early structure of the earth
consistent with the data and Life and living − continental drift
• The diversity of plants and animals − earthquakes – seismic
• communicate scientific ideas, can be explained using the theory waves, measuring
explanations, conclusions, of evolution through natural earthquakes,
decisions and data, using selection. − tectonic plates
scientific argument and − plate boundaries
terminology, in appropriate Science as a human endeavour
formats • People from different cultures − faulting and folding
contribute to and shape the − tsunami
perspectives and evaluate the development of science. • Fossil record:
influence of people’s values − sediment and sedimentary
and culture on the applications rock
of science.
− fossil formation
• Geological ages
• Evolutionary theory:
− origin of the species
− development of different
theories
− current scientifically
accepted theory and
supporting evidence.

SAMPLE
Approximately The birds and Ways of working Knowledge and understanding This unit explores and compares Assessable elements:
4 weeks the bees Students are able to: Life and living reproduction which is a • Knowledge and understanding
fundamental feature of all living
• research and analyse data, • All the information required for life • Investigating
things, important for the
information and evidence is a result of genetic information
being passed from parent to
continuation of a species. The • Communicating
• evaluate data, information and concept of genetic information in
offspring. Assessment instruments and
evidence to identify the form of DNA, genes and techniques:
connections, construct • The diversity of plants and animals chromosomes is introduced. The
arguments and link results to can be explained using the theory passing on of genetic information Compare and contrast reproductive
theory of evolution through natural through sexual and asexual systems in humans and flowering
selection. plants.
• draw conclusions that reproduction is evaluated.
summarise and explain Reproduction:
• compare asexual and sexual
reproduction
• human reproductive system in
males and females
decisions and data, using • fertilisation and offspring
scientific argument and development
terminology, in appropriate • sexually transmitted diseases
formats.
• contraception
• flowering plants and sexual
reproduction.
Inheritance:
• DNA, genes and chromosomes
• evolution.

SAMPLE
Approximately And then there Ways of working Knowledge and understanding This unit begins by looking at early Assessable elements:
6 weeks was matter Students are able to: Earth and beyond understanding of matter and how • Knowledge and understanding
scientists’ understanding of matter
• research and analyse data, • Scientific ideas and theories offer • Communicating
developed over time. The concept
information and evidence explanations about the earth that
of the Big Bang theory and the Assessment instruments and
• evaluate data, information and extend to the origins of the
creation of elements will be techniques:
evidence to identify universe.
explored. Supervised assessment
connections, construct Natural and processed materials
The periodic table provides a
arguments and link results to • Matter can be classified according convenient way of understanding
theory to its structure. relationships between elements
• select and use scientific • Chemical reactions can be and allows predictions of
equipment and technologies described using word and properties to be made. Molecules
to enhance the reliability and balanced equations. and compounds are also
accuracy of data collected in considered.
investigations Big bang theory:
• conduct and apply safety • theories of the universe
audits and identify and depend on the amount of
manage risks matter present
• draw conclusions that • life of a star
patterns, and that are • nuclear reactions and element
consistent with the data and formation.
respond to the question Matter:
• communicate scientific ideas, • atomic structure
explanations, conclusions, • elements, symbols and the
decisions and data, using periodic table
terminology, in appropriate • metals and non-metals
formats • molecules
• reflect on different • compounds and formula
perspectives and evaluate the • chemical reactions.
of science.

SAMPLE
Approximately Fun park Ways of working Knowledge and understanding This unit considers further Assessable elements:
6 weeks physics Students are able to: Energy and change applications of forces in different • Knowledge and understanding
contexts. It examines the
• identify problems and issues, • An unbalanced force acting on a • Investigating
interactions of forces and energy
formulate scientific questions body results in a change in motion.
and design investigations
through an examination of roller- • Communicating
• Objects remain stationary or in coasters and other fun park rides.
• research and analyse data, constant motion under the • Reflecting
• Roller-coasters Assessment instruments and
information and evidence influence of balanced forces.
• Electromagnets techniques:
• evaluate data, information and • Energy can be transferred from
evidence to identify one medium to another. • Centre of gravity Design and conduct an experiment
connections, construct to measure the effects on an object
arguments and link results to when to centre of gravity is
theory changed.
to enhance the reliability and
accuracy of data collected in
investigations
manage risks
formats

SAMPLE
Approximately Managing Ways of working Knowledge and understanding This unit focuses on the need to Assessable elements:
6 weeks natural Students are able to: Life and living understand natural environments • Knowledge and understanding
ecosystems so they can be protected and
• identify problems and issues, • In ecosystems, organisms interact • Investigating
managed. It considers how
formulate scientific questions with each other and their
and design investigations surroundings.
humans are changing the • Communicating
environment and the possible
• plan investigations guided by • Changes in ecosystems have • Reflecting
consequences of these changes.
scientific concepts and design causes and consequences that Assessment instruments and
Ecosystems:
and carry out fair tests may be predicted. techniques:
• populations
• research and analyse data, Science as a human endeavour Report on the effects of tourism on
information and evidence • biodiversity a particular ecosystem and how
• Immediate and long-term
• adaptations this can be minimised.
• evaluate data, information and consequences of human activity
evidence to identify can be predicted by considering • relationships between
connections, construct past and present events. organisms
arguments and link results to • Responsible, ethical and informed • habitats.
theory decisions about social priorities
Food chains and food webs:
• draw conclusions that often require the application of
summarise and explain scientific understanding. • producers, consumers,
patterns, and that are Energy and change decomposers.
consistent with the data and • energy pyramids.
respond to the question • Energy is conserved when it is
transferred or transformed. Human impact:
• endangered species
decisions and data, using • ecotourism
scientific argument and • Indigenous understandings.
formats
of science

SAMPLE
Approximately Electricity • Ways of working Knowledge and understanding This unit begins by exploring static Assessable elements:
4 weeks • Students are able to: Energy and change electricity then moves to • Knowledge and understanding
examining current electricity and
• identify problems and issues, • Energy can be transferred from • Investigating
how it is produced.
formulate scientific questions one medium to another.
Simple circuits are constructed • Communicating
and design investigations • Transfer of energy can vary
according to the medium in which it
and energy transformations that • Reflecting
• research and analyse data, take place in electrical circuits are
information and evidence travels. Assessment instruments and
examined. The concepts of techniques:
• evaluate data, information and • Energy is conserved when it is current and voltage are introduced
transferred or transformed. and series and parallel circuits are Supervised assessment
evidence to identify
connections, construct Science as a human endeavour compared.
arguments and link results to • Responsible, ethical and informed • Static electricity
theory decisions about social priorities • Electricity production:
• select and use scientific often require the application of
equipment and technologies scientific understanding. − fossil fuels
to enhance the reliability and − hydro-electricity
accuracy of data collected in − solar power
investigations
− batteries.
• Circuits:
manage risks − series and parallel
• draw conclusions that − resistance
summarise and explain − circuit diagrams
− conductors and insulators
respond to the question − short circuit.
• communicate scientific ideas, • Energy efficiency
formats
of science.

SAMPLE
Approximately The chemical • Identify problems and issues, Knowledge and understanding This unit will focus on acids and Assessable elements:
4 weeks environment formulate scientific questions Natural and processed materials bases, their properties and • Knowledge and Understanding
and design investigations reactions. The environment is
• Changes in physical properties of • Investigating
• Plan investigations guided by naturally acidic and acids are
substances can be explained using
scientific concepts and design the particle model.
important components of many • Communicating
and carry out fair tests living things (DNA, fatty acids, • Reflecting
• Matter can be classified according amino acids). The pH scale and
• Research and analyse data, to its structure. use of indicators to measure acid Assessment instruments and
information and evidence techniques:
• Chemical reactions can be strength will be explored. How the
• Evaluate data, information and described using word and strength of an acid affects the Design and perform an experiment
evidence to identify balanced equations. reactions which occur will be to determine how one factor affects
connections, construct investigated. the rate of reaction.
• Reaction rate is affected by various
arguments and link results to Acids and bases:
factors, including temperature,
theory
concentration and surface area. • acid rain, food, cleaning
• Select and use scientific products
• properties
to enhance the reliability and
accuracy of data collected in • reactions
investigations • equations
• Conduct and apply safety • formula.
Reaction rates:
manage risks
• surface area
• Draw conclusions that
summarise and explain • temperature
patterns, and that are • concentration
• catalysts.
• Communicate scientific ideas,
formats
• Reflect on different
of science
• Reflect on learning, apply new

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WORK PLAN FOR 20_ _–20_ _ Science Years 8–9 SAMPLE

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