B Barber
Science Coordinator

Science

Curriculum Standards Frameworks Information
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• recognize the types of questions which are open to scientific investigation
• understand the notion of variables and their control, for example, in a 'fair test'
• understand the principles underlying a variety of experimental designs
• understand the way hypotheses and theories are used to determine the type of data to be collected

• choose and use appropriate instruments, measurement procedures and units
• understand the importance of accuracy and the need to repeat readings to increase confidence in the reliability of data
• understand sampling procedures and their limitations

• recognize the relationship between the methods of organizing information and the design and collection of data in an experiment
• understand how data are used to support the development of models, laws or theories

• adopt safe and hygienic practices
• adopt open and critical stances in relation to evidence and how it relates to conclusions
• consider issues relating to the use of scientific knowledge and technologies
• consider the ethical dimensions of scientific enterprises at personal, community, economic and political levels
• respect the values and traditional knowledge of different cultures
• care for each other and all living things.

Safety

Students will be exposed to potentially hazardous materials and practices. Safety procedures and potential hazards need to be emphasised at all levels. From the first year at school, students must be made aware of safe practices, for example, when considering electrical appliances, when viewing features of the day sky, or when handling living and non-living organic material. In later years, students are advised of the safe use of laboratory equipment, for example, glassware, Bunsen burners, hot plates, electrical equipment and dissection instruments. They are advised of potentially hazardous materials, such as chemicals, and the precautions needed for their safe use and disposal, and are reminded about safe, hygienic and responsible practices in the laboratory. Under supervision they become increasingly responsible for safe practices. Students are made aware of ergonomically correct posture at computer work stations.

CSF Levels

Level 1	Science—(Biological science) Science—(Chemical science) Science—(Earth and space science) Science—(Physical science)
Level 2	Science—(Biological science) Science—(Chemical science) Science—(Earth and space sciences) Science—(Physical science)
Level 3	Living together: past, present and future Structure and function Substances: structure, properties and uses Chemical reactions The changing Earth Our place in space Energy and its uses Forces and their effects
Level 4	Living together: past, present and future Structure and function Substances: structure, properties and uses Chemical reactions The changing Earth Our place in space Energy and its uses Forces and their effects
Level 5	Biological classification Interactions between living things and their environment Cells Obtaining and transporting nutrients Solids, liquids and gases and the particle model Safe use and disposal of common substances Chemical change Preparing and separating mixtures Formation, composition and cycling of rocks Rocks and their uses Earth, sun, moon and star movements The universe and all that Transmission and reflection of heat, light and sound Series and parallel circuits Magnetic and electric fields—ESL annotated unit Mechanical systems
Level 6	Ecosystems: energy and matter Natural selection and evolution Coordination and control systems Cell processes: photosynthesis and respiration DNA and inheritance Adaptation, biodiversity, evolution and survival Groups of substances and their properties The periodic table Characteristics and reactions of similar substances Chemical change: symbols and formulae Substances with unusual and specialized properties Crustal movements of the Earth Geological resources The origin and future of the universe Space technologies Light and its uses in technology Circuitry: electronic and electromagnetic devices Forces and motion Force, mass, acceleration and velocity Communication systems

 Level 1 Science Return to top

Curriculum focus

At this level students recognize the science is part of their everyday lives. Students are developing the language and literacy skills to describe their explorations in science. Students are curious about tools and appliances and how they work. They enjoy making things, listening to stories, looking at picture books and using computers. Science activities are integrated into classroom themes or become the context for language and number work. Children use their senses to form the basis of scientific investigative skills, for example, by looking, touching, smelling, tasting, listening. They relate appropriate words to scientific ideas in everyday experiences, discuss their discoveries, make informed comments, draw comparisons, recount events, ask questions and draw pictures. They describe their explorations and write or dictate simple generalisations. They begin to share materials and ideas, and to act responsibly when carrying out procedures.

Students are introduced to a range of scientific contexts. Natural world contexts are drawn from Biological science and include, for example, describing living things as animals, plants and fungi, and finding out what living things need in order to live.

Examples of contexts and learning activities

• tell a story about how to look after a pet or farm animal
• describe, in the form of text or drawings, the needs of living things
• talk about simple experiments that investigate the need of plants for water and light
• describe everyday materials by using words, such as shiny, hard, soft, rough, smooth, strong, weak, thick, bubbly, or runny
• explore changes in materials when cooking, for example, in jelly, popcorn or butter, and prepare a simple report, using drawing and a statement
• recount investigations into air, for example, catching air in a plastic bag, waving flags in the wind, flying kites
• build boats with different materials, talk about what helps them float and suggest alternative designs that could be used
• explore shadows and describe the ways they can change
• describe what happens to the soil and plants in the playground in different types of weather
• make comments about differences between day and night, for example, the visibility of sun, moon and stars, temperature changes and types of activity that usually take place
• name animals that are to be found in the backyard or schoolgrounds
• play a card or computer game matching words to images about different ways of moving
• group materials according to whether they are attracted to a magnet or not
• group electrical appliances according to what they do.

Skills, processes and procedures

Students will be able to:

• make simple observations during science activities
• sort a variety of objects by comparing and matching
• report on their explorations, using drawings and simple statements
• communicate scientific ideas through drawings and simple verbal or written statements
• access information from computer resources, such as simple picture dictionaries, encyclopaedias and information sites
• use computer writing and drawing programs to represent scientific ideas.

Learning outcome

Indicators

1. Connect appropriate words with the scientific ideas they describe.
2. Recount what happened in an experiment they undertook.
3. Use simple statements or drawings to describe their observations.
4. Identify scientific ideas learned from their scientific explorations

Level 2 Science Return to top

Curriculum focus

At this level students detect patterns in their observations of everyday events associated with the natural sciences. Individually and in groups students link observations according to similarities and differences, how things affect each other and how things change over time.

Students demonstrate a developing ability to discuss and explore concepts and use scientific vocabulary appropriately, for example, that insects are animals. Students show responsibility, under supervision, in following investigative procedures and caring for animals. They predict outcomes and interpret data collected. They compare, order and classify, recognising a number of alternative classification methods. These skills form the basis of scientific investigative and reporting skills. They are introduced to a variety of learning contexts and are encouraged to investigate phenomena of interest to them. They consider the changes that occur over longer time periods, for example, life cycles of plants and animals.

Examples of contexts and learning activities

• use software programs to draw pictures of different animals and sort them according to their differences
• investigate aspects of life cycles, for example, germination of seed or how long it takes for chicken eggs to hatch
• report the stages at which changes to materials occur in cooking, for example, in butter, popcorn or cake mixture, using labelled drawings
• use computer graphics and symbols to represent different weather conditions and their effects on a garden
• design instruments or use sensors to collect data about the weather and identify patterns
• observe phases of the moon and record observations as labelled drawings in a table
• compose and send messages by email to a friend, which record, give information or ask questions about current observations of the night sky
• use a fair test to explore different properties of materials and relate the results to the uses of the material, for example, whether plastic wrap or grease-proof paper is best for keeping a sandwich fresh
• construct a string telephone and describe the features that make it work well.
• investigate how mirrors can be used to see around corners and describe, in simple sentences, the data collected.
• predict changes in the sound produced when a bottle is filled to different levels; relate their predictions to their observations.
• use the properties of magnets as the basis for a game in which objects on a board have to be moved.

Skills, processes and procedures

Students will be able to:

• pose questions and suggest observations in attempts to solve problems
• make predictions about scientific explorations and relate them to their observations
• carry out fair and objective testing in simple investigations
• select and use appropriate informal units of measurement
• record observations and measurements in different ways
• group data according to patterns
• suggest possible interpretations of data collected
• communicate through a variety of spoken and visual representations
• discuss important features of the devices and models they build
• use computer writing and drawing software to represent scientific data
• use datalogging sensors to make observations
• access scientific information from a range of computer resources
• use electronic communication to compose, send and receive messages and share data.

Learning outcome

Identify simple patterns in observations arising from explorations of readily observable phenomena.

Indicators

1. Make links between aspects of the data collected in scientific explorations
2. Make simple inferences based on observations
3. Identify patterns in data collected from simple experiments and recorded in tables and graphs
4. Use simple statements and drawings to report on patterns identified in scientific explorations.

• compare the requirements of a pet and an indoor potted plant, and report as a poster.
• report on an investigation into how an animal’s senses give it information about its environment.
• carry out an experiment to find out what conditions seeds need in order to germinate and grow.
• prepare a poster to show the living things that find shelter in a tree, pond or compost heap.
• report on theories about why dinosaurs became extinct.
• investigate what happens to living things in an area which becomes flooded or suffers from a bushfire or drought.
• describe the effect of pollution on living things in a pond, creek or rock pool.
• collect and discuss newspaper articles about the problems of bushfires, pollution or loss of native bushland.
• make a model to represent a system, for example, a support, transport or digestive system, showing its main features.
• display, electronically, the main features of a selected plant or animal system.

Level 3 Biological Science - [Living Together: Past, present and future; Structure & Function]:

Curriculum focus

At this level students identify conditions in the environment which affect survival. They investigate their local environment, for example, school grounds, pond, nature reserve, or aquarium, and describe the kinds of conditions which affect survival of the inhabitants. They identify living factors, for example, organisms which compete with others for food and space, organisms, such as pests and organisms, which cause disease. They learn that many living things depend on others for food and shelter. They can make simple predictive statements about how non-living factors, such as temperature and availability of water, contribute to the survival of living things. Students learn that human intervention, for example, farming, housing and logging, affect survival. Students understand that some individuals have to reproduce for their kind to continue. They demonstrate their understanding of the factors in the environment that affect survival by suggesting why many organisms have become endangered or extinct and they consider strategies for conservation.

Students understand the structure of plants and animals in terms of systems and their parts. They learn, for example, that sense organs of the nervous system provide information about their surroundings, parts of the digestive system work together to break down and absorb nutrients. They identify that the skeletal and muscle systems enable movement, provide support and protect internal organs. Roots, stems and flowers are identified as systems of flowering plants, each having a particular role. At this level students apply appropriate scientific language to the ideas that scientists have about living things and their environment. They view living things from a scientific rather than a personal perspective and begin to realise that other living things do not share all human qualities and emotions.

Skills, processes and procedures

Students will be able to:

• with assistance, design and report on experiments to answer straight forward questions, for example, which non-living factors affect the survival of seedlings; and suggest ways to control relevant variables
• use temperature and light sensors in investigations into factors in the environment which affect living things
• find, organise and present data collected in investigations in a variety of ways, for example, labelled diagrams of systems and simple bar or line graphs of records of temperatures
• identify ethical issues related to the use of living things in investigations.

Learning outcomes

Living together: past, present and future - Describe environmental factors that affect the survival of living things.

Indicators

1. State the importance of particular systems to plants and animals
2. Identify the main role of each system studied
3. Recognise that parts of a system have a common function
4. Identify the position and names of main parts of a system.

Introduction

Living together: past, present and future: In the Living together: past, present and future units, students are introduced to the concept that animals and plants live in habitats and that there are many different types of habitat. Students develop their understanding that living things need certain conditions to survive. They investigate how human activity can affect the survival of living things. They look at how logging forests and clearing land affects the animals and plants that live in that habitat and has long term effects on the environment.

Students also study aquatic habitats and begin to understand the relationship between water quality and aquatic life. Students investigate why plants and animals become endangered. They look at what can be done to conserve endangered species. Students are introduced to the term extinction and to animals that are extinct. They identify why extinction occurs and identify how the extinction of some animals could be prevented. Students investigate the concept of conserving species and what humans are doing to help conserve endangered species.

Note: Victoria has a great diversity in terms of habitats. A number of habitats have been included in these units. Teachers should select from these habitats which will be meaningful to their students and which are practical to study first hand.

Structure and function: In the Structure and function units, students are introduced to the concept of systems in plants and animals. Students are introduced to the internal features of the human body and begin to develop an understanding of the purposes of these. Students examine the different parts of the digestive and breathing systems and they way they work together to form a system. Students investigate the systems that enable the body to move. They become aware that the muscles and skeleton work together to create movement. Students discover that plants, like animals, have main structural features that work together to form systems.

Living together: past, present and future

1. Mini habitats


2. Macro habitats


3. Human intervention in environments


4. Endangered species

Structure and function

1. Inside our bodies


2. Inside and outside plants


3. The digestive system


4. The breathing system


5. Body features that work together for movement

Selecting units

Teachers should select from the following Level 3 units for the Biological science strand to address the learning outcomes and indicators. This can be done in conjunction with school’s existing units and programs for Science.

Equipment and materials

• Living together: past, present and future
• Structure and function

Level 3 Chemical Science - [Substances: structures, properties and uses; Chemical Reactions]:

Curriculum focus

At this level students describe investigations that compare observable properties of common household substances. They begin to identify differences between solids, liquids and gases and use this information to group materials into categories. They realise that some materials are difficult to classify, such as the flowing solid of talcum powder or the combination of a solid and a gas that make up fizzy drink. They carry out experiments to explore reversible changes in common substances, such as water and chocolate. They recognise that some changes are reversible and some are not. Through their investigations they learn to distinguish between the nature of the processes of mixing, dissolving, melting, boiling and evaporating. Students present their ideas using a range of methods, such as writing and illustrating a story, for example, about growing crystals or writing a simple experimental report about separating.

Skills, processes and procedures

Students will be able to:

• classify solids, liquids and gases using property differences
• use manipulative, measuring and recording skills when investigating properties and reactions of substances
• use simple measuring equipment, such as watches, kitchen scales, balances, rulers and thermometers
• demonstrate familiarity with basic units and their multiples, for example gram and kilogram, centimetre and metre
• identify variables and suggest ways to control variables in investigations into properties and reactions of substances
• report on investigations, identifying key features of the procedures and results
• present data in bar graphs, tables and line graphs, as appropriate, and comment on trends in data
• draw conclusions taking into account patterns in data
• discuss safety considerations and suggest procedures that should be adopted when handling equipment and chemicals.

Learning outcomes

Substances: structure, properties and uses – Classify a range of materials as solids, liquids or gases according to observable properties.

Indicators

1. Identify observable properties, including appearance, small and feel of solids, liquids and gases.
2. Classify solids, liquids and gases under fixed conditions according to generalisations about shape and volume.

Learning outcomes

Chemical reactions – Describe examples of changes in common substances.

Indicators

1. Identify changes that are reversible.
2. Recognise that some changes are reversible and some are not.
3. Identify differences between the processes of mixing, dissolving, melting, boiling and evaporating.
4. Recognise that mixing, dissolving, melting, boiling and evaporating can often be reversible.

Introduction

Substances: structure, properties and uses: In the Substances: structure, properties and uses units, students are introduced to the concept that material is made of matter. They learn the terms solid, liquid and gas and use these in their work. Students classify solids, liquids and gases based on their explorations. They begin to compare and classify a variety of liquids, completing fair tests to measure viscosity (runniness). They also investigate the effects of mixing different liquids. Students are introduced to the concept that the shapes and volumes of solids, liquids and gases behave differently. Students discover that some materials have changing properties, and that these changes depend on the conditions they are placed in.

Chemical reactions: In the Chemical reactions units, students are introduced to the concept of changes being reversible and irreversible. They discover that some changes occur quickly and some occur slowly. Students are introduced to the concept of the water cycle and investigate reversible changes as they relate to evaporation and condensation. Students study reversible and irreversible changes caused by heat. They compare the properties of materials before and after burning. Students learn more about evaporation and dissolving by studying crystals and powders.

Substances: structure, properties and uses

1. Classifying solids, liquids and gases


2. Investigating solids


3. Investigating liquids


4. Investigating gases


5. Shapes and volumes of solids, liquids and gases
.
6. Investigating strange materials
   

Chemical reactions

1. What are reversible and irreversible changes?


2. Changes that are reversible


3. Reversible and irreversible changes involving temperature


4. Investigating crystals

Selecting units

The following Level 3 units for the Chemical science strand can be used to address the outcome and indicator statements. This can be done in conjunction with school’s existing units and programs for Science.

Equipment and materials

• Substances: structure, properties and uses
• Chemical reactions

Level 3 Earth & Space Sciences - [The Changing Earth; Our Place in Space]:

Curriculum focus

At this level students describe how features of the landscapes are altered by the processes of weathering and erosion. They observe and report on changes to the environment and link this to the processes of weathering and erosion. Students undertake fieldwork in the school grounds or local area and carry out tests in the classroom to model the relationship between weathering and erosion and features in the physical environment. They become aware of the scientific ideas about the movement of the Earth and model the effects of the Earth’s rotation on its axis resulting in the day to night cycle. Using a range of resources and manipulating materials, students develop more abstract ideas about their environment and planet Earth. They realise the importance of local and global issues related to the environment.

Skills, processes and procedures

Students will be able to:

• suggest different methods to make and record observations about their investigations into day and night or investigating weathering of different materials
• use measuring equipment, such as rulers, measuring jugs, thermometers and dataloggers in their investigations
• select suitable materials to model features of the landscape or of the night sky
• present information in a range of ways and make inferences from the information they have discovered
• realise the importance of using authoritative resources of information and of writing information in their own words
• expand their vocabulary to include the scientific terms required to describe weathering, erosion and rotation of the Earth.

Learning outcomes

The changing Earth – Describe how features of the landscape are altered by the processes of weathering and erosion.

Indicators

1. Distinguish between the terms weathering and erosion.
2. State the kinds of visible changes in the environment caused by the processes of weathering and erosion.
3. Identify landscapes in the environment that have been affected by weathering and erosion.
4. Suggest ways to reduce or avoid the effects of weathering and erosion.

Learning outcomes

Our place in space – Relate the Earth’s rotation on its axis to the day and night cycle.

Indicators

1. Define the words rotation and axis in relation to the Earth.
2. Describe how day and night result from the Earth rotating on its axis.
3. Explain why stars seem to move across the sky during one night.

Introduction

The changing Earth: In the Changing Earth units, students begin to understand that the surface of the Earth is changing. Students look at the some causes of this change. They become aware of weathering and erosion as two factors causing changes to the Earth’s surface. They observe evidence of weathering and erosion in their local area. Students identify the forms of erosion and weathering that cause detrimental effects to the land. They investigate ways these can be prevented and become involved in caring for the land around them.

Our place in space: In the Our place in space units, students are introduced to the concept that the earth rotates on an axis and creates the day and night cycle. They learn about stars and constellations. Students’ understanding of the Earth’s rotation enables them to explain why stars seem to move across the sky during one night. To extend their learning about effects of the Earth’s rotation, students investigate changes caused by the tilt of the earth’s axis including changes to daylight hours and temperature. Students are introduced to the notion that the Earth revolves around the sun, and it is the combination of the Earth’s revolution around the sun and its tilted axis that cause the seasons.

The changing Earth

1. What is weathering and erosion?


2. Caring for the land


3. The forces of nature

Our place in space

1. The earth rotates on its axis


2. Day and night


3. Stars and constellations


4. Changes caused by the earth’s tilted axis


5. What causes the seasons?

Selecting units

The following Level 3 units for the Earth and space sciences strand can be used to address the outcome and indicator statements. This can be done in conjunction with school’s existing units and programs for Science.

Equipment and materials

• The changing Earth
• Our place in space

Level 3 Physical Science - [Energy and its uses; Forces and its effects]:

Curriculum focus

At this level students recognise electricity, light, sound, heat and movement as energy. Through talking about energy changes they infer that energy is changed from one form to another and does not disappear. Students identify changes in everyday electrical appliances at home and the simple electrical circuits and devices that they build. They talk and write about the energy changes that occur, for example, electrical energy is changed into sound, light and movement in a microwave oven. By investigating a range of everyday situations, for example, in the playground, they identify the action of forces. Using the words push and pull they discuss how things can be moved and stopped. Through observing how things in the playground move and by investigating devices they create to roll, float and fly, students begin to make connections between changes in motion and the application of force.

Skills, processes and procedures

Students will be able to:

• participate in the planning of simple investigations into transformations of energy by simple devices
• develop fair tests to make comparisons
• select suitable materials for models and develop construction skills and precision
• present data in bar charts, tables and line graphs and comment on trends in data
• expand vocabulary to include scientific terms required to describe aspects of energy and forces
• develop an awareness of scientific innovations, using information drawn from the media and the Internet.

Learning outcomes

Energy and its uses – Identify transformations of energy involving electricity, light, sound, heat and movement.

Indicators

1. Recognise that energy can be changed from one form to another.
2. Identify light, sound, electricity, heat and movement as forms of energy.
3. Identify energy changes that take place in common appliances.
4. Demonstrate transformations of energy from electrical to light, heat, movement and sound in simple electrical devices.

Learning outcomes

Forces and their effects – Identify the action of forces in everyday situations.

Indicators

1. Recognise that a force is a push or a pull.
2. Identify the attraction/repulsion forces between the ends of two bar magnets.
3. Identify, through observation, the forces that cause things to move, stop and change speed or direction of motion.
4. Build a simple model that demonstrates the action of pushes and pulls.

Introduction

Energy and its uses: In the Energy and its uses units, students are introduced to electricity as a form of energy. They investigate how energy is transferred into sound, light, heat and motion. They begin to become aware that the electricity from batteries can be changed into sound, light, heat and motion. Students investigate the components that create the energy changes in electrical appliances. They explore simple circuits and investigate the vibrations that create sound and sound waves. Students investigate energy changes involved with movement. They explore everyday objects and toys and name the types of energy that make these things move.

Forces and their effects: In the Forces and their effects units, students are introduced to the concept of force, and to the different types of forces. They learn that force can make things move or stop things from moving. Students investigate the concept that air pressure and water pressure can create force and movement. They investigate flotation and recognise that buoyancy pushes up on objects, while gravity pulls down on objects. Students experience the push and pull of magnets. They explore the notion of force in the behaviour of magnets and explain that opposite ends of magnets repel and attract.

Energy and its uses

1. Energy


2. Batteries are a source of energy


3. Energy changes


4. Simple circuits


5. Sound and light are forms of energy


6. Motion and energy changes

Forces and their effects

1. What is a force?


2. Different types of forces


3. Air can create movement


4. Liquids can create movement


5. Flotation


6. Basic properties of magnets


7. Magnets create movement

Selecting units

The following Level 3 units for the Physical sciences strand can be used to address the outcome and indicator statements. This can be done in conjunction with school’s existing units and programs for Science.

Equipment and materials

• Energy and its uses
• Forces and their effects

Examples of contexts and learning activities

• investigate the living things from which foods originate and place these living things in a food chain
• report on relationships between living things as observed in an aquarium, pond, creek, rock pool, paddock or zoo
• make a collection of images, print or electronic, to show different kinds of relationships between living things
• investigate relationships between dolphins or other animal groups, which help them survive
• demonstrate the relationship between the structures of a flower and their functions
• describe what may happen if farmers sprayed their crops with an insecticide, in an area close to an orchard
• design and report on an experiment to show the path taken by water through a plant
• describe the way the circulatory system and respiratory system work together to ensure oxygen reaches the cells
• investigate how some diseases affect the functioning of body organs and systems
• explain why ringbarking kills trees
• compare living things from different places and relate differences in their structures to conditions in their habitat
• collect and discuss media articles about how the parts of some body systems can be replaced.

Students will be able to:

• infer relationships between organisms from direct observation and represent them simply
• devise and carry out experiments to investigate the function of particular body systems or parts, for example, how animals use their senses to give them information about their environment
• incorporate the use of sensors in investigations
• find, organise and present data in a variety of ways, for example, labelled diagrams of systems, concept maps to show relationships between ideas, tabulation of comparisons and formal or informal reports of activities
• access a range of electronic data to provide information on relationships or body systems and select, synthesise and present ideas appropriately in a range of electronic formats.

Curriculum focus

At this level students identify relationships among living things, for example, feeding, reproduction, collaboration and competition, and discuss how these relationships aid survival of individuals and groups. By direct observation they infer feeding relationships. They understand that organisms depend on producers directly or indirectly and they can distinguish between different kinds of consumers, for example, herbivores, predators and parasites. They learn how to represent relationships by simple food chains. Students explore interdependent relationships, for example, between pollinators and plants, and how some kinds of animals work with each other, for example, when hunting, foraging or for protection. They relate their findings to survival of living things in their habitat.

Students investigate the functioning of systems in plants, for example, transport of water and nutrients, of gases in a mammal, reproduction and support in plants and animals, and how such systems contribute to the organism’s survival. By observing a range of living things, students develop the concept of adaptation – that an organism is more likely to survive if it has structures and exhibits behaviours which help it to obtain what it needs or to compete successfully with others. They describe how the circulatory and respiratory systems supply oxygen to parts of the body and remove carbon dioxide and they investigate what happens when organs, for example, the lungs, heart or kidneys, of a person fail. They investigate how different plants and animals, including humans, reproduce their kind.

Skills, processes and procedures

Students will be able to:

• infer relationships between organisms from direct observation and represent them simply
• devise and carry out experiments to investigate the function of particular body systems or parts, for example, how animals use their senses to give them information about their environment
• incorporate the use of sensors in investigations
• find, organise and present data in a variety of ways, for example, labelled diagrams of systems, concept maps to show relationships between ideas, tabulation of comparisons and formal or informal reports of activities
• access a range of electronic data to provide information on relationships or body systems and select, synthesise and present ideas appropriately in a range of electronic formats.

Learning outcomes

Living together: past, present and future – Identify relationships between living things which help them survive in their habitat.

Indicators

1. Draw simple food chains.
2. Relate feeding relationship, for example, predator/prey and producer/consumer, to survival
3. Relate survival of animals and plants to their dependence on each other in a variety of ways.
4. Identify interdependent relationships with a group of animals.

Learning outcomes

Structure and function – Describe how selected systems of plants and animals function.

Indicators

1. Describe the features of the main parts of plant systems, that help them carry out their functions.
2. Explain how particular systems of plants and animals carry out their function.
3. Describe the features of the main parts of animals systems, that help them carry out their functions.

Introduction

Living together: past, present and future: In the Living together: past, present and future units, students study the relationships between living and non-living things in a habitat. They investigate habitats and make links to food chains within those habitats. Students look at threats to food chains and the various ways a food chain can be broken. Students investigate how an animal uses its senses to help it survive in its habitat. Students investigate how living in groups can also help an animal survive in its habitat. Students investigate how introduced species compete with native species. They are made aware of the role humans have in the survival of organisms.

Structure and function: In the Structure and function units, students investigate the body’s skeletal, muscular, respiratory, vascular and reproductive systems. They investigate bones, joints and muscles and examine the parts these play in supporting and moving the body. Students learn how blood is transported around the body. They investigate the heart and blood using a variety of resources and take part in practical activities. Students increase their understanding of the respiratory system. Students test their lung capacity and rate of breathing and compare these with classmates and other people. Students focus on the functioning of reproductive systems in animals, including humans.

Students learn how the external features of plants (roots, leaves and stem) transport the water, food and minerals that a plant needs to grow. Students are introduced to the concept of plant reproduction. By observing and dissecting seeds and plants, students develop knowledge about plant reproduction.

Living together: past, present and future

1. Food Chains


2. Food chain relationships


3. Threats to food chains


4. Animals’ senses and survival


5. Animals in groups


6. Threats to habitats

Structure and function

1. Support systems


2. Animal transport systems


3. Plant transport systems


4. The respiratory system


5. Plant reproduction


6. Animal reproduction

Selecting units

The following Level 4 units for the Biological science strand can be used to address the learning outcomes and indicators. This can be done in conjunction with school’s existing units and programs for Science.

Equipment and materials

• Living together: past, present and future
• Structure and function

Level 4 Chemical Science - [Substances: structure, properties and uses; Chemical Reactions]:

Curriculum focus

At this level students develop their understanding of the properties of a substance, and those features that make it suitable to be used for particular purposes, such as building materials and adhesives. They compare properties of a range of materials, and continue to explore the significance of fair testing., and the control of variables. They investigate a range of properties and use a variety of ways, including graphs and verbal presentations, to make comparisons. They continue to explore the concept of change in terms of physical and chemical change. They learn that chemical changes are characterised by the formation of new substances with different characteristics from the original material They explore the notion of chemical change with practical experiments and other means, for example, suitable books. They learn about the importance of chemical change in the production of new substances.

Skills, processes and procedures

Students will be able to:

• perform simple, safe experiments which involve making predictions and detailed observations when investigating properties of common substances
• distinguish between what is observed and what is inferred when observing change
• identify factors that need to be considered to make a fair test and attempt to control variables
• draw conclusions from information gathered and begin to link conclusions to the purpose of an investigation
• organise information and perform simple tasks, using computer spreadsheets
• use basic quantitative measurements to describe properties, such as mass, length, volume, temperature and melting and boiling points
• use a variety of methods to gather information, including searching the Internet and using CD-ROMs
• use a variety of formats, including posters, written reports and multimedia to report on investigations.

Learning outcomes

Substances: structure, properties and uses – Relate the properties of common substances to their suitability for particular use.

Indicators

1. Compare observable physical properties of common substances.
2. Describe the properties of everyday materials.
3. Link the properties of substances to their suitability for particular uses.

Learning outcomes

Chemical reactions – Distinguish between physical and chemical change.

Indicators

1. Identify characteristics of physical change, including changes of state, mixing (not reacting) and reversibility.
2. Identify chemical change by observing the presence of new substances during reactions.
3. Describe examples of physical and chemical changes in substances that are encountered in everyday life.
4. Demonstrate the difficulty of reversing a chemical change compared to reversing a physical change.

Introduction

As a case study, students identify the physical properties of gold and then link these to their suitability for particular uses.

Chemical reactions: In the Chemical reactions units, students learn to classify changes to materials as either physical changes or chemical changes. Students discover that during a physical change no new substances are formed, although some of the properties (shape, size or state) change. They realise that an important feature of a physical change is that the substance that is formed can be changed back into the original substance. Students learn that in a chemical change, one or more new substances are formed. Particles of one substance are changed in some way to form particles of a new substance that has new and different properties. Chemical changes are caused by chemical reactions. Students explore chemical changes caused by reactions due to burning, heating and mixing chemicals with water, acid and iodine. Students increase their knowledge of labelling, handling and storing chemicals safely.

Substances: structure, properties and uses

1. Substances: their properties and uses


2. Substances as conductors and insulators of heat


3. Substances as fuels


4. Adhesives


5. Gold—the precious metal

Chemical reactions

1. What is a physical change?


2. What is a chemical change?


3. Burning is a chemical change


4. Common physical and chemical changes


5. Safety and chemicals

Selecting units

The following Level 4 units for the Chemical science strand can be used to address the outcome and indicator statements. This can be done in conjunction with school’s existing units and programs for Science.

Equipment and materials

• Substances: structure, properties and uses
• Chemical reactions

Level 4 Earth & Space Science - [The Changing Earth; Our Place in Space]:

Curriculum focus

At this level students expand their knowledge and ideas of distance, time and space by becoming aware of the relationship of Earth to other members of the solar system. Students construct models and use research findings to display the structure of the Earth and its atmosphere. They can relate the causes and characteristics of natural disasters to interactions in the atmosphere and the outer layers of the Earth. Students understand the protective role of the atmosphere, for example, in shielding the Earth from meteors and ultraviolet radiation. They learn about the layers of the atmosphere and of the Earth and interactions which result in natural events, including disasters. Students investigate the ways scientists predict weather patterns, bushfires, earthquakes and tsunamis. They broaden their knowledge of the role of scientific instruments and technologies in gathering data about the Earth and its atmosphere, and other parts of our solar system.

Skills, processes and procedures

Students will be able to:

• use appropriate scientific language in identifying concepts and communicating information about natural events and members of our solar system
• select and record data relevant to the task, for example, when comparing characteristics of planets
• demonstrate understanding of concepts relating to the Earth and our solar system by explaining and modelling
• demonstrate the ability to process simple data from experiments or from print and electronic sources, for example, when investigating the causes of natural phenomena
• use sensory equipment in constructing seismographs
• draw, select and edit graphics to create images of scientific phenomena.

Learning outcomes

The changing Earth – Relate the occurrence of natural events to the atmospheric changes and movements of the Earth’s crust and mantle.

Indicators

1. Identify layers within the Earth and the atmosphere.
2. Describe natural events and their association with atmospheric changes.
3. Describe natural events and their association with movements of the Earth’s crust and mantle.

Learning outcomes

Our place in space – Compare characteristics of members of our solar system.

Indicators

1. Name the planets of our solar system.
2. Describe the relative size of planets and their relative distances from the sun.
3. Describe planets in terms of distinguishing features.

Introduction

The changing Earth: In The changing Earth units, students begin to understand the concept that the Earth is made up of layers, and learn about the relationship each layer has to the others in size and composition. Students continue to explore the Earth by looking at the layers that make up the atmosphere. They are introduced to the concept that plates make up the crust of the Earth and they learn that these plates move and build up pressure, causing earthquakes, volcanoes and other changes to the Earth’s surface. Students come to understand that natural disasters are caused by natural processes of the atmosphere or movements within the Earth.

Our place in space: In the Our place in space units, students become aware of the solar system. They begin by focussing on the Earth as a planet in the solar system, studying the Earth in a systematic way. Students record information about the Earth that will enable comparisons with the other planets. They demonstrate their understanding of how the Earth is able to sustain life. Students investigate the other planets in our solar system whilst making comparisons to our own planet in terms of atmosphere, crust and composition, life forms and matter. Students learn about space travel and the technologies developed to gather information about space, and they become aware of the implications of space exploration.

The changing Earth

1. The structure of the Earth


2. The atmosphere


3. Natural disasters


4. Earthquakes and volcanoes


5. Mountains

Our place in space

1. What is the solar system?


2. Planets
3. Space
   

Selecting units

The following Level 4 units for the Earth and space sciences strand can be used to address the outcome and indicator statements. This can be done in conjunction with school’s existing units and programs for Science.

Equipment and materials

• The changing Earth
• Our place in space

Level 4 Physical Science - [Energy & its uses; Forces and its effects]:

Curriculum focus

At this level students investigate simple devices, for example, toys, games and household appliances, that produce and control energy transfers and transformations. They design and build devices of their own and describe their operation. They make simple evaluations of the effectiveness of the devices that they have constructed. They identify energy transfers and transformations that occur when the device is operating. They use fair tests to compare the operation of similar devices. Possible devices could include an electric torch or lantern, musical instrument, water wheel, parachute or propeller. They recognise the forces act on objects and describe the effects on objects of simple combinations of forces. They observe the effects of simple combinations of forces on objects and link these effects to their investigations of the motion of objects. Effects studies could include floating, balancing, starting, stopping and stretching. Forces which produce or affect these motions include weight, friction, thrust, buoyancy, magnetic attraction and repulsion and air resistance.

Skills, processes and procedures

Students will be able to:

• use appropriate scientific knowledge to plan and describe investigations, for example, in designing simple working models
• choose suitable materials to construct simple devices
• use quantitative methods to measure, for example, movement of objects
• use sensors in investigations
• use measuring equipment such a tapes, rulers, thermometers, kitchen scales, jugs and cylinders, and clocks or watches to measure short time intervals in seconds
• use units such as metre, centimetre, millimetre, kilogram, gram, hour, minute and second
• devise and construct simple investigations into energy transfer and transformation and draw reasonable conclusions from findings
• record results in spreadsheets and represent data as bar and line graphs
• use simple calculations to analyse the results of investigations into motion.

Learning outcomes

Energy and its uses – Design, build and describe the operation of simple devices that transfer and transform energy.

Indicators

1. Describe the operation of simple devices that transfer of transform energy.
2. Distinguish between simple examples of energy transfer and energy transformations.
3. Choose and organise materials to produce a working model that transfers or transforms energy.
4. Describe the operation of the produced working model in terms of energy transfer or transformation.

Learning outcomes

Forces and their effects – Describe the motion of objects in terms of simple combinations of forces.

Indicators

1. Describe the effect of two forces acting on an object in the same straight line.
2. Describe the effects of magnetic attraction/ repulsion forces on an object.
3. Describe common forms of motion, and the effects of smooth and rough surfaces on the motion of an object.
4. Describe the combinations of forces which maintain a floating object in equilibrium.

Introduction

Energy and its uses: In the Energy and its uses units, students produce working models that transfer and/or transform energy into light, heat, movement and sound in circuits they constructed. They explore globes in series and parallel circuits, and consider how the type of circuit used affects the brightness of the globe and the voltage in the circuit. Students are introduced to the concept that a magnet can generate electricity, and that electricity can create magnetism, through working models. Students learn how to make motors work using batteries, and relate this to energy transfers and transformations.

Forces and their effects: In the Forces and their effects units, students revise the action of forces in everyday situations. Students are introduced to the effects of magnetic attraction/repulsion forces on an object. They experiment with making magnets, learn how to care for magnets and become aware that magnets can lose their magnetism. Students are introduced to compasses and their uses, and are introduced to the concept that the north pole of a magnet is called the north-seeking pole when used in a compass. Students are introduced to the combination of forces of buoyancy and gravity that enable an object to float in equilibrium. They also explore the effects on an object when the forces of buoyancy and gravity are not equal. Students measure the forces acting on an object with a ‘force measurer’. They are introduced to the concept of friction as a force that opposes the motion of an object. Students also investigate the possible effect that lubricants have on the distance an object travels.

Energy and its uses

1. Energy


2. Electric circuits


3. Magnets and electricity


4. Toys


5. Energy transformations

Forces and their effects

1. Forces cause movement


2. Forces acting in a straight line


3. Magnetic forces


4. Flotation


5. Forces and movement

Selecting units

The following Level 4 units for the Physical science strand can be used to address the outcome and indicator statements. This can be done in conjunction with school’s existing units and programs for Science.

Equipment and materials

• Energy and its uses
• Forces and their effects