Respect and Responsibility

Outcome 4.1:

A student identifies historical examples of how scientific knowledge has changed people’s understanding of the world.

Outcome 4.9:

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

Outcome 4/5.24:

A student respects differing viewpoints on science issues and is honest, fair and ethical.

Students learn about:

4/5.1 the history of science

Students learn to:

b) describe (using examples including those developed by Aboriginal peoples) ideas developed by different cultures to explain the world around them

c) discuss examples where societal, religious or ethical values have had an impact on scientific developments

Students learn about:

4.9.1 the Newtonian model of the solar system

Students learn to:

a) describe qualitatively relative sizes, distances and movements of components of our solar system

b) describe relative movements of the planets, moons and sun

Students learn about:

4.9.2 components of the universe

Students learn to:

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

In their investigations of the solar system students research the contribution of different cultures and how social, religious and ethical values have impacted on the historical development of our understanding of the universe and the present model used to explain the solar system.

Opportunities exist for students to incorporate respect and responsibility as they identify the value and importance of flexibility and responsiveness in considering a variety of ideas, new evidence and points of view in developing scientific understanding.

Ref/link to Aboriginal educational contexts website. Science 7–10.

Dimensions of respect and responsibility:

• Cultural Awareness
• Community Partnerships

Outcome 4.22:

A student undertakes a variety of individual and team tasks with guidance.

Outcome 4/5.23:

A student demonstrates confidence and a willingness to make decisions and to take responsible actions.

Students learn about:

4/5.22.2 working in teams

Students learn to:

a) identify the specific roles needed when working in a team

b) match the tasks to the team members according to the requirements of the task and the skills of the individual

c) negotiate and allocate individual roles to members of the team

d) accept specific roles in a team while planning and conducting investigations, communicating information and understanding and solving problems

f) accept personal responsibility for maintenance of a safe working environment for the team

h) evaluate the process used by the team and effectiveness of the team in completing the task.

Their study of science provides students with the opportunity to develop the skills of working scientifically. Students use these skills to actively engage in creative thinking and problem solving. Working individually and in teams they identify appropriate goals, conduct investigations safely and achieve goals in an agreed time frame.

Opportunities exist to incorporate respect and responsibility through learning experiences in which students work effectively in team situations by collaborating with others and develop leadership skills by taking responsibility for decisions and actions.

Dimensions of respect and responsibility:

• Human Rights
• Leadership
• Peer Support

Outcome 4.5:

A student describes areas of current scientific research.

Outcome 4.11:

A student identifies where resources are found, and describes ways in which they are used by humans.

Outcome 4.17:

A student evaluates the relevance of data and information.

Outcome 4/5.26:

A student recognises the role of science in providing information about issues being considered and in increasing understanding of the world around them.

Students learn about:

4/5.5 current issues, research and developments in science

Students learn to:

b) evaluate the potential impact of some issues raised in the mass media that require some scientific understanding

Students learn about:

4.11 natural resources

Students learn to:

d) identify renewable and non-renewable sources of energy

Students learn about:

4/5.17 processing information

Students learn to:

b) distinguish between relevant and irrelevant information

c) check the reliability of gathered data and information by comparing them with observations or information from other sources

In investigating issues raised in the media about energy use students can apply their knowledge of scientific concepts and processes to the evaluation of issues and problems related to the use of renewable and non-renewable sources of energy.

They have the opportunity to incorporate respect and responsibility in evaluating the decisions that are made about changes people make to the environment and the importance of science in providing information about the world around them.

Dimensions of respect and responsibility:

• Human Rights
• Responsibility for the Environment