DRAFT 4-Year Multi-Level Science Year Level Plan 2013-2016 · PDF fileTeaching Principals in the ... Up, down and all around ... students develop their understanding of a range of

Multi-Level Science Plan 2013-2016 Australian Curriculum: Science through Primary Connections Year A & B Year Level Plan template sourced from Queensland Studies Authority www.qsa.qld.edu.au

Alignment of School Plan with Primary Connections begun December 2012 (Dalrymple Cluster Principals) & continued January 2013 (Waterview PLC Principals), working with teachers from Paluma Environmental Education Centre

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Background to the development of this Multi-Level Science Plan

From 2013 onwards, the Dalrymple & Waterview Clusters will use Primary Connections to implement the Australian Curriculum – Science, as an alternative to C2C Multi-age science units. Teaching

Principals in the Dalrymple and Waterview clusters struggled with using the C2C Science units in 2012. Teachers at these schools were resourced for, and familiar with, the Primary Connections units and

believed this program to be more user-friendly in the small school, multi-level setting. Credit goes to the Principals of the Dalrymple and Waterview professional learning clusters for their motivation and

commitment to improvement. Through professional development activities organised by the Paluma Environmental Education Centre, former Primary Science Facilitator Colleen Way assisted Principals

in making the necessary adjustments of selected Primary Connections units to suit implementation across more than one year level. Possible assessment tasks were identified and Guides to Making

Judgements were developed for each year level for each unit.

The original 2012 Science Plan template was the QSA format being used by Ravenswood State School. This format was added to by Linda Venn, Principal of the Paluma Environmental Education Centre,

to record specific assessment task suggestions and to show the alignment of the Primary Connections units with the Australian Curriculum cross-curricular priority Sustainability (Organising Ideas Version

3.0). Elaborations of relevant sustainability concepts were also drawn from the Sustainability Curriculum Framework (DEWHA, 2010). This gives teachers confidence that this cross-curricular priority is

being addressed.

Rationale for Primary Connections as an alternative for C2C Science

• This Science Plan provides a documented 4-year cycle based on Primary Connections

• New C2C multi-age units are not being released, so Primary Connections gives Science in each year of the four a fresh approach

• C2C multi-age units have not been successful for one- and two-teacher schools and resourcing them is more difficult than resourcing Primary Connections

• Some of the activities/lessons in C2C aren’t working very well, aren’t practical or aren’t suited to the small school context

• Elements of C2C units and the SDE resources can be used to supplement or value-add to Primary Connections units

• The Australian Academy of Science has updated the majority of existing Primary Connections units to align with the Australian Curriculum Science Version 3.0 and further updates continue

• Science learning outcomes for students using Primary Connections have been high with in the past

• Principals and teachers have been shown how to modify the Primary Connections units and assessment tasks as required to suit P-3 & 4-7 classes

• This project provides GTMJs for each Primary Connections unit

• GTMJs align with ACARA content descriptors & achievement standards

• Primary Connections units have excellent indigenous perspectives/links and this plan identifies the Sustainability links

• As Primary Connections has been used by most schools in these two clusters over the past two to six years, kits, resources and curriculum books are already in schools – this saves money

• Most teachers are comfortable and confident using Primary Connections. The teacher background information provided is very good, the scaffolding of content and processes is very logical and

the science literacies are excellent

• Primary Connections units are clear, detailed and easy to implement – this is essential where teacher aides/TEP-Admin relief teachers/supply teachers are required to assist in science teaching

• Primary Connections allows a consistency and flow of science understanding and inquiry processes for students

• Primary Connections kits and unit books are now all available through AbacusEd (one-stop shopping)

• Use of Primary Connections for Science gives teachers confidence that Science is being implemented and allows them to concentrate their planning on C2C English and Maths



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Multi-Level Science Plan – Australian Curriculum Science implemented through Primary Connections - 4-Year Overview Prep-Year 3

Year 4- Year 7 Prep-Year 3 Year 4- Year 7 Prep-Year 3 Year 4- Year 7 Prep-Year 3 Year 4- Year 7

YEAR A

2013

Adjustments Feathers, fur or

leaves?

This unit needs to be

adjusted to include

content descriptors

from Prep, Y1 and Y2.

Plants in Action


adjusted to include

content descriptors

from Y5, Y6 and Y7

What’s it made of?


adjusted to include

content descriptors

from Y1, Y2 and Y3.

Change Detectives


adjusted to include

content descriptors

from Y4, Y5 and Y7

Up, down and all

around


adjusted to include

content descriptors


Earth’s place in Space


adjusted to include

content descriptors

from Y4, Y6 and Y7

Push-pull


adjusted to include

content descriptors

from Prep, Y1 and Y3

Essential energy


adjusted to include

content descriptors

from Y4, Y5 and Y7

YEAR B

2014

Adjustments Watch it Grow!


adjusted to include

content descriptors


Desert survivors


adjusted to include

content descriptors

from Y4, Y6 and Y7.

Spot the difference


adjusted to include

content descriptors


Package it better


adjusted to include

content descriptors

from Y5, Y6 and Y7.

Weather in my world


adjusted to include

content descriptors

from Y1, Y2, Y3

Earthquake explorers


adjusted to include

content descriptors

from Y4, Y5 and Y7

On the move


adjusted to include

content descriptors

from Y1, Y2 and Y3.

Smooth moves


adjusted to include

content descriptors

from Y5, Y6 and Y7



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Multi-Level Science Plan – Australian Curriculum Science implemented through Primary Connections - 4-Year Overview Prep-Year 3 Year 4- Year 7 Prep-Year 3 Year 4- Year 7 Prep-Year 3 Year 4- Year 7 Prep-Year 3 Year 4- Year 7

YEAR C

2015

Adjustments Staying Alive


adjusted to include

content descriptors

from Y1, Y2 and Y3.

Marvellous Micro-

organisms


adjusted to include

content descriptors

from Y4, Y5 and Y7

All mixed up


adjusted to include

content descriptors


What's the matter?


adjusted to include

content descriptors

from Y4, Y6 and Y7

Water works


adjusted to include

content descriptors


Beneath our feet


adjusted to include

content descriptors

from Y5, Y6 and Y7

Heating up

COMING SOON


adjusted to include

content descriptors


Light shows


adjusted to include

content descriptors

from Y4, Y6 and Y7

YEAR D

2016

Adjustments Schoolyard Safari


adjusted to include

content descriptors


Friends and foes

COMING SOON


adjusted to include

content descriptors

from Y5, Y6 and Y7

Melting moments


adjusted to include

content descriptors


Material world


adjusted to include

content descriptors

from Y5, Y6 and Y7

Night and Day

COMING SOON


adjusted to include

content descriptors


No Primary

Connections Unit yet

available

Look! Listen!


adjusted to include

content descriptors


It’s electrifying


adjusted to include

content descriptors

from Y4, Y5 and Y7



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OVERVIEW Prep to Year 7 Science 2013-2015 – Year Level Descriptions The Science content includes the three strands of Science Understanding, Science Inquiry Skills and Science as a Human Endeavour. The three strands of the curriculum are interrelated and their content is taught in

an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.

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Prep From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena. In Foundation, students observe

and describe the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and

changes they can effect, such as making things move or change shape. They learn that seeking answers to questions and making observations is a core part of science and use their senses to gather different

types of information.

Year 1 From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena. In Year 1, students infer simple

cause-and-effect relationships from their observations and experiences, and begin to link events and phenomena with observable effects. They observe changes that can be large or small and happen quickly

or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students begin to value counting as a means of comparing observations, and are introduced

to ways of organising their observations.

Year 2 From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena. In Year 2, students describe the

components of simple systems, such as stationary objects subjected to pushes or pulls, or combinations of materials, and show how objects and materials interact through direct manipulation. They observe

patterns of growth and change in living things, and describe patterns and make predictions. They explore the use of resources from Earth and are introduced to the idea of the flow of matter when

considering how water is used. They use counting and informal measurements to make and compare observations and begin to recognise that organising these observations in tables makes it easier to show

patterns.

Year 3 Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales. In Year 3, students observe heat and its effects on solids and liquids and begin

to develop an understanding of energy flows through simple systems. In observing day and night, they develop an appreciation of regular and predictable cycles. Students order their observations by

grouping and classifying; in classifying things as living or non-living they begin to recognise that classifications are not always easy to define or apply. They begin to quantify their observations to enable

comparison, and learn more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends. They use their understanding of relationships between

components of simple systems to make predictions.

Year 4 Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales. In Year 4, students broaden their understanding of classification and form and

function through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena

that can’t be seen with the naked eye. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of

systems. They understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those

involving the actions of humans.

Year 5 Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales. In Year 5, students are introduced to cause and effect relationships that relate

to form and function through an exploration of adaptations of living things. They explore observable phenomena associated with light and begin to appreciate that phenomena have sets of characteristic

behaviours. They broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students consider Earth as a component within a solar system and use

models for investigating systems at astronomical scales. Students begin to identify stable and dynamic aspects of systems, and learn how to look for patterns and relationships between components of

systems. They develop explanations for the patterns they observe.

Year 6 Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales. In Year 6, students explore how changes can be classified in different ways.

They learn about transfer and transformations of electricity, and continue to develop an understanding of energy flows through systems. They link their experiences of electric circuits as a system at one

scale, to generation of electricity from a variety of sources at another scale and begin to see links between these systems. They develop a view of Earth as a dynamic system, in which changes in one aspect of

the system impact on other aspects; similarly they see that the growth and survival of living things are dependent on matter and energy flows within a larger system. Students begin to see the role of

variables in measuring changes and learn how look for patterns and relationships between variables. They develop explanations for the patterns they observe, drawing on evidence.

Year 7 Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and

develop the ability to quantify changes and relative amounts. In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and

organising information. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact

of changing components within these systems. They consider the interaction between multiple forces when explaining changes in an object’s motion. They explore the notion of renewable and non-

renewable resources and consider how this classification depends on the timescale considered. They investigate relationships in the Earth, sun, moon system and use models to predict and explain events.

Students make accurate measurements and control variables to analyse relationships between system components and explore and explain these relationships through increasingly complex representations.



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OVERVIEW Prep to Year 7 Science 2013-2015 – Achievement Standards The Science content includes the three strands of Science Understanding, Science Inquiry Skills and Science as a Human Endeavour. The three strands of the curriculum are interrelated and their content is taught in

an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.

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Prep By the end of the Foundation year students make observations of familiar objects and materials and explore their properties and behaviour. They suggest how the environment affects

them and other living things.

Year 1 By the end of Year 1 students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes

to things in their local environment. They share their observations with others.

Year 2 By the end of Year 2 students pose questions about their experiences, record and represent their observations and communicate their ideas to others. Students describe changes to

objects, materials and living things. They identify that certain materials have different uses, that resources from the Earth are required by living things and describe examples of where

science is used in people’s daily lives.

Year 3 By the end of Year 3 students describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives. They collect and

present data in a way that helps to answer their questions and use their experiences to make predictions. Students describe features common to living things. They use their

knowledge of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations.

Year 4 By the end of Year 4 students pose questions about their world and predict possible outcomes from investigations. They describe how they and others use science to ask questions and

make predictions. They record observations and measurements and identify patterns in data, including cause-and-effect relationships. They describe situations where science

understanding can influence their own and others’ actions.

Students use the properties of materials to explain how objects and materials behave. They identify changes to the observable world and suggest explanations for the motion of

objects. They describe how interrelationships are essential for the survival of living things and identify major changes in the life cycle of a plant or animal.

Year 5 By the end of Year 5 students pose questions relating to investigations, predict what might happen when things are changed, and assist in the planning of methods to test these

predictions. When carrying out investigations they use equipment in a way that improves the accuracy of their measurements and observations. They describe patterns in their results,

report on their findings and reflect on the methods that they have used.

Students describe how developments in science have improved our understanding of the world and have enabled people to make decisions based on scientific knowledge. They

describe the place of Earth in space. They identify cause-and-effect relationships in the natural world and describe physical differences between solids, liquids and gases.

Year 6 By the end of Year 6 students plan investigations to answer questions relating to simple cause-and-effect relationships. When carrying out investigations, they collect relevant data and

apply the concept of a fair test. They reflect on the processes that they have used and demonstrate an awareness of science inquiry methods in their work. They represent data and

knowledge using introductory scientific language and graphical representations.

Students suggest explanations for observable changes and they predict the effect of environmental changes on living things. They compare different types of change in materials. They

identify requirements for the transfer of electricity and describe one way that electricity can be generated. They describe how developments in science have affected peoples’ lives and

identify examples where scientific knowledge is used in decision making.

Year 7 By the end of Year 7, students pose questions and apply scientific concepts to everyday problems and make general predictions based on their experiences. They plan procedures for

investigations that take into account the need for fair testing and use equipment that improves fairness and accuracy. They communicate their observations and data clearly,

summarise their data where appropriate, and suggest improvements to their methods.

Students predict the effect of single changes on systems involving living things and suggest ways to classify organisms based on observable differences. They distinguish between pure

substances and mixtures and plan appropriate methods to separate mixtures. They explain why some resources are not renewable and describe changes to water during the water

cycle. They describe how unbalanced forces change the motion of objects and how changes in the position of objects in space cause other observable effects. They identify where

science knowledge is used to propose solutions to problems and describe examples of where people use science in their work. They describe how evidence has led to an improved

understanding of a scientific idea.



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Prep to Year 7 Science Year A Overview - 2013

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Term overview Term 1 Term 2 Term 3 Term 4

Prep to Year 7 Science Inquiry Skills

Through the context chosen for any unit, children/students will participate in learning experiences that will give them opportunities to:

• collaboratively work in groups to identify and pose questions that can be investigated safely

• make predictions and compare results with predictions

• collect information and data, record in tables and graphs, identify trends and patterns and compare observations with predictions

• use a range of representations to communicate, present and analyse information.

Biological sciences through the

conceptual thread of diversity and

interdependency

Through the context chosen for the unit

children/students will:

• recognise that asking

questions and making observations are

an important part of exploring the

natural world

• appreciate that to understand

the relationships between living things,

data is collected and patterns and

relationships are identified and

analysed

• explore how science

knowledge helps people to understand

the effect of their actions on

ecosystems

• recognise the contributions to

science by people from different

cultures

• investigate how knowledge

about the interdependency of

organisms can influence practices in

fields such as industry, agriculture and

resource management.

Children/students will participate in

learning experiences that will give them

opportunities to:

• identify the needs of living

Chemical sciences through the conceptual

thread of properties and structure



• recognise that asking questions

and making observations are an important

part of exploring and investigating the

properties of matter

• appreciate that science involves

making predictions, collecting data,

identifying and analysing patterns about

the physical properties of everyday

materials and that this influences the use

of materials

• investigate and explore where

the science of the properties of matter is

used in their everyday lives.

• Children/students will

participate in learning experiences that

will give them opportunities to:

• observe and describe the

properties of everyday objects and

materials and explain why the materials

used in these objects are suited to their

use

• plan and conduct fair tests to

investigate:

• the properties of a range of

materials

• the best choice of materials for a

Earth and space sciences through the

conceptual thread of earth



• recognise that asking questions and

making observations are an important part of

exploring and investigating changes to the

landscape

• appreciate that science knowledge

helps people to understand the effect of

human activity, natural disasters and extreme

weather on the Earth’s surface and resources


gathering data to assist in detecting natural

disasters and that this process is advanced by

new technologies.

• Children/students will participate in


opportunities to:

• observe changes to the landscape,

weather, and seasons

• classify the Earth’s resources as

renewable or non-renewable and consider

what might happen if there was a change in

the availability of those resources

• examine how a resource such as

water cycles through the environment

• investigate a local area that has

changed as a result of natural processes by

collecting and recording evidence of change

Physical sciences through the conceptual

thread of forces



• recognise that asking questions and

making observations are an important part of

exploring and investigating where forces are

used in their everyday lives


making predictions, collecting data, and

identifying and analysing patterns to explore

the role of forces in everyday objects and

devices

• understand how scientific

understandings, discoveries and inventions

are used to solve safety issues in contexts

such as sport and driver safety.

• Children/students will participate in


opportunities to:

• observe and compare the way

different objects move on land, in water, and

in the air

• explore how the size and shape of

an object affects the way it moves

• plan and conduct fair tests to

investigate:

• how different strengths of pushes and

pulls affect the movement of objects

• the effect of forces on the



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things

• investigate the

interdependence of animals and plants

• investigate the role of living

things, including humans, within a

habitat

• predict the effects of human

activity on feeding relationships

• explore the traditional

knowledge of Aboriginal and Torres

Strait Islander peoples about native

flora and fauna

• predict the effects when living

things in feeding relationships die out,

are removed or the physical conditions

of the environment are changed

• collect data about the

physical conditions of an environment

and investigate how they support the

growth and survival of living things

• construct and interpret food

chains and webs to show relationships

between organisms in an environment.

specific purpose

• a particular property for a range of

materials

• compare the properties of

solids, liquids and gases and their ability to

flow or maintain shape and volume

• classify everyday materials and

items as solid, liquid or gas

• recognise that some materials

are composite materials and cannot be

easily classified

• explore the way that solids,

liquids and gases change under different

conditions.

to landforms

• use and create models to

demonstrate the effect of sudden geological

events

• describe how scientists gather

evidence to predict the effect of, and

measure, significant geological and weather

events

• propose ways to minimise the

effects of human activity, natural disasters

and extreme weather on the local landscape.

behaviour of objects

• the effect of friction between surfaces

• explore different types of forces

including friction, air resistance, upthrust and

gravity

• investigate common situations

where forces are balanced, such as stationary

objects or objects moving at a constant speed

• investigate common situations

where forces are unbalanced, such as objects

speeding up or slowing down

• represent balanced and unbalanced

forces in everyday situations using force

diagrams

• revisit (from Term 3) the properties

of materials and make links between this and

the use of materials to absorb forces.



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Prep to Year 7 Science Year A Overview - 2013

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Primary

Connections

program

resources to be

adapted for use

Prep-Year 3 Year 4 – Year 7 Prep-Year 3 Year 4 – Year 7 Prep-Year 3 Year 4 – Year 7

Prep-Year 3 Year 4 – Year 7

Feathers, fur or

leaves?

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y1 and Y2.

Plants in Action

This unit needs to

be adjusted to

include content

descriptors from

Y5, Y6 and Y7


This unit needs to

be adjusted to

include content

descriptors from Y1,

Y2 and Y3.

Change Detectives

This unit needs to

be adjusted to

include content

descriptors from

Y4, Y5 and Y7

Up, down and all

around


adjusted to include

content descriptors

from Prep, Y2 and

Y3.

Earth’s place in

Space


adjusted to include

content descriptors

from Y4, Y6 and Y7

Push-pull


adjusted to include

content descriptors


Essential energy


adjusted to include

content descriptors

from Y4, Y5 and Y7

Localised

contexts

Schools should consider their local area as a

source of contexts, e.g. a local problem

situation or issue.

• Our local environment and its living

things

• Human interference in an environment

• Wild environment vs. domestic

environment


source of contexts, e.g. a local problem

situation or issue.

• Properties and structure of matter in the

home

• Party time — the science of birthday

parties and novelty gifts, such as balloons

(and helium balloons), balls, slime, jelly,

ice-cream, candles, whistles, crazy straws,

ice cubes, fizzy drinks

Schools should consider their local area as a source

of contexts, e.g. a local problem situation or issue.

• The science of extreme weather and natural

disasters

• How we’ve changed the planet

Schools should consider their local area as a source

of contexts, e.g. a local problem situation or issue.

• Theme park science — getting a thrill from

forces and motion

• Machines

• Sport

Aboriginal and

Torres Strait

Islander

perspectives

Science provides opportunities for children/students to strengthen their appreciation and understanding of Aboriginal peoples and Torres Strait Islander peoples and their living cultures. Specific content and

skills within relevant sections of the curriculum can be drawn upon to encourage engagement with:

• Aboriginal and Torres Strait Islander frameworks of knowing and ways of learning

• Indigenous contexts in which Aboriginal and Torres Strait Islander peoples live

• Indigenous contributions to Australian society and cultures.

Science provides opportunities to explore aspects of Indigenous knowing with connection to and guidance from the communities in which they are owned. Using a respectful inquiry approach,

children/students have the opportunity to explore non-Indigenous science interpretations of Aboriginal and Torres Strait Islander lifestyles including knowledge of natural phenomena; native flora and fauna;

and land, water and waste management. Using an inquiry approach enables children/students to learn science in contexts that are valued by Aboriginal and Torres Strait Islander children/students, their

peers and communities, acknowledging their values and approaches to learning.



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General

capabilities and

cross-curriculum

priorities

Opportunities to engage with:




Key to general

capabilities and

cross-curriculum

priorities

Literacy Numeracy ICT competence Critical and creative thinking Ethical behaviour Personal and social competence Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

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Assessment –

generic

possibilities

Teachers and children/students organise evidence of learning in individual folios. The individual folio is co-constructed as an ongoing process between a teacher, a child/student, parents/carers and other

partners.

It becomes a dynamic record of examples of a child’s/student’s learning and development. The individual folio may contain:

• notes of conversations with children/students

• anecdotal records, e.g. spoken/signed, class discussions

• personalised checklists with comments

• images or recordings, e.g. photographs, video or audio recordings

• objects or artefacts that children/students develop or make, e.g. drawings and labels

• notes of discussions with other partners

• oral questioning.

Term 1 Term 2 Term 3 Term 4

Week Assessment instrument Week Assessment instrument Week Assessment instrument Week Assessment instrument

2-7

Written: Collection of work

• observations

• graphs and tables

• labelled and annotated diagrams

• written explanations

• science journal entries

• reports.

2-7


• observations





• reports.

2-7


• observations





• reports.

2-7


• observations





• reports.

9 Written: Non-experimental

investigation

Examples could include:

• field trip report on the

investigation of organisms in a local

ecosystem

• zoo design for a selection of

animals, ensuring that the physical

conditions of the enclosures support

the survival of the animals.

9 Written: Response to practical

investigation

Collaboratively plan and conduct a

fair investigation to answer questions

appropriate to the context being

explored through the conceptual

thread of properties and structure.


• investigating properties and

selecting the most appropriate

material for a specific use

• determining the mass of a gas in

an everyday item, e.g. in a balloon,

soft drink.

9 Multimodal: Oral report

Examples could include an oral report

on:

• predicting significant geological

and seasonal/weather events

• recommendations for preventing

the effects of human activity on the

Earth’s surface.

9 Multimodal: Investigation


• designing and constructing a

machine/toy with a written

description/labelled diagram of how

the machine works and the forces

involved, reflecting on its effectiveness

and applications in everyday life

• designing a push-and-pull obstacle

course or plan and conducting a fair

investigation to gather quantitative

data about the effectiveness of

sporting safety equipment.



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Prep to Year 7 Science Year A Specific Assessment Opportunities - 2013

Overview Biological sciences through the conceptual

thread of diversity and interdependency






thread of forces

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Specific tasks Prep-Year 3 Year 4 – Year 7 Prep-Year 3 Year 4 – Year 7 Prep-Year 3 Year 4 – Year 7 Prep-Year 3 Year 4 – Year 7

Primary

Connections

suggested

Assessment Tasks

Feathers, fur or

leaves?

Guided investigation -

Students conduct a

guided investigation

where they collect a

sample of leaf litter

and identify insects

and other creatures.

Plants in Action

Guided investigation –

Students plan &

conduct a guided

investigation of plant

growth (Lesson 7,

RS8&9)

Students’ science

Journal & work

samples include – life

cycle of a bean

(Lesson 8); cross-

section of a flower

(Lesson 4 RS6);

exploring seeds

(Lesson 2 RS4)


Change detectives

Up, down & all around

Earth’s place in space

Push-pull Essential energy

Relevant

Australian

Curriculum

Assessment Work

Samples

Yr3WS5 Venn diagram

– Features of living

things

Yr4WS6 Recount –

Yabby Journal

Yr6WS7 Investigation

Report – Plant growth

Yr7WS3 Independent

task - Classification

PrepWS5 Investigation

– Properties of

materials

Yr1WS5 Investigation –

Properties of materials

Yr6WS6 Worksheet –

Reversible &

irreversible change

Yr1WS2 Report –

Changes in our

environment

Yr1WS7 Worksheet –

Daily weather

Yr5WS1 Research

presentation - Planets

Yr2WS3 Investigation –

Pushing cars


Report – Parachute

Design


Report – Designing an

electrical switch



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Prep to Year 7 Science Year A Specific Assessment Opportunities - 2013








thread of forces


Relevant C2C

assessment

tasks

(Need to Check

against C2C

V2.0 Units as

released)

Year 1: Presentation:

In our school - draw,

label and describe a

local living thing and

its needs; analyse an

unhealthy

environment that, if

made healthy, it could

live in; describe

changes necessary to

the environment to

meet the needs of the

living thing;

communicate

information.

Year 2 Storyboard of

life stages - represent

the life stages of a

living thing; describe

its characteristics and

needs at each stage;

explain how this

knowledge is used to

care for the living

thing and its

environment

Year 3 Ongoing

Journal entries -

investigate living and

non-living things in the

school grounds and

communicate

grouping of living

things based on

observable features.



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Moderation Teachers develop tasks and plan units.

Informal moderation of child/student

engagement/confidence when applying

scientific concepts/methods.

Teachers co-mark tasks to ensure

consistency of judgments.

Teachers develop tasks and plan units.

Teachers select representative folios of

child/student work and meet to ensure

consistency of judgments before marking

tasks.


Teachers take opportunities to informally

discuss children’s/students’ development

of skills and knowledge as the term

progresses.

Teachers choose a selection of the QCATs

to calibrate. They moderate to ensure






tasks.

Teachers participate in school and cluster

moderation of the QCATs.



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Revision Revise and consolidate concepts from:

• previous terms

• previous year

• previous contexts.

Revise and consolidate concepts from:

• previous terms

• previous year



• previous terms

• previous year



• previous terms

• previous year








Biological sciences through the conceptual

thread of form and feature

Through the context chosen for the unit in

a given year children/students will:



part of exploring the natural world


the features of living and non-living things,

data is collected and patterns are identified

and analysed

• recognise that the science of

classification changes as new evidence

becomes available


science by people from different cultures.



opportunities to:

• observe growth and changes in

living things

• examine how living things have


thread of change





part of exploring and investigating matter




change in materials and that this influences

the use and application of the materials

across various areas of human activity


the science of changes to matter is used in

their everyday lives to solve issues

throughout society.



opportunities to:

• observe changes

• identify changes that occur in


conceptual thread of space






things and places around us


gathering data to explain phenomena and

that this process is advanced by new

technologies

• explore how science knowledge

changes as new evidence becomes

available





opportunities to:

• observe changes in the sky and

landscape


thread of energy





part of exploring energy in their everyday

lives




energy and that this influences the sources

of energy in their everyday lives

• explore the role of energy

through light, sound, heat and electrical in

everyday objects and devices


helps people to develop sustainable

practices

• examine how scientific


are used to solve energy issues throughout



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offspring similar to themselves

• examine the characteristics of

living things and sort them based on

observable characteristics

• explore and describe living and

non-living things

• explore the difference between

non-living things and things that were once

living

• describe and compare the stages

of life cycles of different living things,

including plants and animals

• describe and classify adaptations

of living things and explain how the

adaptations assist in their survival

• appreciate Aboriginal and Torres

Strait Islander understandings of

adaptations and knowledge of the local

natural environment, such as the

characteristics of plants and animals

• construct and use dichotomous

keys

• explore the history of

classification and how it has developed

over time.

everyday situations due to heating (and

cooling)

• revisit (from Term 3) how heat is

transferred through solids and liquids

• describe ways that everyday

materials can be physically changed and

how materials can be combined

• explore the states of matter and

the role of heat in changing the states of

matter

• explore changes to materials and

classify these changes as reversible or

irreversible

• identify the differences between

pure substances and mixtures

• design investigations to separate

mixtures.

• research and explore the place of

the Earth in the solar system

• explore and make links between

the Earth’s rotation and the causes of day

and night

• model the relative positions of

the sun, Earth and moon

• explore the relationships

between the relative positions of the sun,

Earth and moon and predictable

phenomena on the Earth

• research moon myths and

culture, including Aboriginal and Torres

Strait Islander Dreaming stories.

society.

• Children/students will participate

in learning experiences that will give them

opportunities to:

• describe ways that light, sound,

and heat are produced and sensed

• explore how sound, heat and

electricity are transferred and transformed

• know and use safe practices

when investigating sound, heat and

electricity in the classroom and appreciate

the implications at home

• explore how light forms shadows

and can be absorbed, reflected and

refracted

• investigate electrical circuits

• investigate how solar energy,

moving air and water can be used to

generate electricity

• research why sustainable sources

of energy are being considered by

communities

• explore the different forms of

energy generation used in Australia and

other countries in Asia (e.g. Japan,

Indonesia, India and China).



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Primary

Connections

program

resources to be

adapted for use

Prep- Year 3 Year 4 Year 7 Prep- Year 3 Year 4 Year 7 Prep- Year 3 Year 4 Year 7 Prep- Year 3 Year 4 Year 7

Watch it Grow!

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y1 and Y3.

Desert survivors

This unit needs to

be adjusted to

include content


Y6 and Y7.

Spot the difference

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y2 and Y3.

Package it better

This unit needs to

be adjusted to

include content


Y6 and Y7.

Weather in my

world

This unit needs to

be adjusted to

include content


Y2, Y3

Earthquake

explorers

This unit needs to

be adjusted to

include content


Y5 and Y7

On the move

This unit needs to

be adjusted to

include content


Y2 and Y3.

Smooth moves

This unit needs to

be adjusted to

include content


Y6 and Y7

Localised

contexts Schools should consider their local area as a

source of contexts, e.g. a local problem situation

or issue.

• Our local environment and its living things



environment



or issue.

• Towards a sustainable future — moving

away from fossil fuels



or issue.

• Weather, seasons and climate — looking

for patterns and making predictions

• The dynamic solar system — exploring the

effects of objects in the solar system on the

Earth, e.g. tides, moon phases, eclipses



or issue.

• Kitchen chemistry

• How does water cycle?

• All mixed up and getting separated



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Aboriginal and

Torres Strait

Islander

perspectives

Science provides opportunities for children/students to strengthen their appreciation and understanding of Aboriginal peoples and Torres Strait Islander peoples and their living

cultures. Specific content and skills within relevant sections of the curriculum can be drawn upon to encourage engagement with:




Science provides opportunities to explore aspects of Indigenous knowing with connection to and guidance from the communities in which they are owned. Using a respectful inquiry

approach, children/students have the opportunity to explore non-Indigenous science interpretations of Aboriginal and Torres Strait Islander lifestyles including knowledge of natural

phenomena; native flora and fauna; and land, water and waste management. Using an inquiry approach enables children/students to learn science in contexts that are valued by

Aboriginal and Torres Strait Islander children/students, their peers and communities, acknowledging their values and approaches to learning.

General

capabilities and

cross-

curriculum

priorities





Key to general

capabilities and

cross-

curriculum

priorities

Literacy Numeracy ICT competence Critical and creative thinking Ethical behaviour Personal and social competence

Intercultural understanding


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Assessment –

generic

possibilities

Teachers and children/students organise evidence of learning in individual folios. The individual folio is co-constructed as an ongoing process between a teacher, a child/student,

parents/carers and other partners.











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Assessment –

generic

possibilities



2-7 Written: Collection of work

• observations


• labelled and annotated

diagrams



• annotated concept

maps and flowcharts.


• observations


• labelled and

annotated diagrams






• observations


• labelled and

annotated diagrams






• observations


• labelled and

annotated diagrams





9 Multimodal: Presentation


• completing a checklist

of the characteristics of living

things found in the outdoor

school environment using

observable characteristics to

develop a dichotomous key to

identify the organisms

• using a set of

specifications to create an animal

or plant that has features that

allow it to survive in an extreme

environment, identifying and

explaining the adaptations the

organism has developed.

9 Multimodal: Model and

presentation


• creating and

presenting a model of a

sustainable home, explaining

and justifying why the location,

source of energy and the

sustainable components of the

home have been selected

• gathering

observations and data,

throughout the term, from

investigations that can be used

to inform the design of an

energy gadget.


investigation


• annotating and

drawing to scale a diagram of

the solar system, and Earth’s

place in it

• creating a profile of a

planet, other than Earth,

explaining why people, plants

and animals can’t live on the

planet

• completing modified

Assessment Bank items.

8 Written: Practical investigation

Collaboratively plan and conduct

an investigation to answer

questions appropriate to the

context being explored through

the conceptual thread of

physical and chemical changes.


• separating a mixture

• exploring how

everyday chemical and/or

physical changes can be

stopped, sped up and slowed

down.



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Prep to Year 7 Science Year B Specific Assessment Opportunities - 2014




thread of change




thread of energy

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Primary

Connections

suggested

Assessment

Tasks

Watch it grow Desert Survivors Spot the difference Package it better Weather in my

world

Earthquake

explorers

On the move Smooth moves

Relevant

Australian

Curriculum

Assessment

Work Samples

Yr2WS5 Worksheet

- Life stages

Yr5WS3

Independent review

– Desert survivors

Yr5WS4

Independent

investigation – Beak

shapes

Yr7WS3

Independent task -

Classification

PrepWS5

Investigation –

Properties of

materials

Yr1WS4

Investigation –

Changing materials

Yr1WS5

investigation –

Properties of

materials

Yr4WS3 Design

report – Convict bag

Yr4WS5

Investigation –

Testing bag strength

PrepWS1 Report-

How the weather

affects us

Yr6WS4 Design

report – Tsunami

safety system

Yr6WS5 Persuasive

text – Which

disaster is the

worst?

PrepWS3

Investigation –

Watch it move

PrepWS4

Worksheet – How

animals move

Yr4WS1 Poster -

Forces

Yr4WS2

Investigation plan –

Testing the friction

of shoes

Yr7WS5

Investigation Report

– Parachute Design

Relevant C2C

assessment

tasks

Ma

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use

fe

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ba

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tasks.





progresses.





tasks.



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Prep to Year 7 Science Year C Overview - 2015

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Revision Revise and consolidate concepts

• from: previous terms

• previous year


Revise and consolidate concepts


• previous year




• previous year




• previous year


















and analysed



becomes available





opportunities to:

• observe growth and changes in living things


thread of change















throughout society.



opportunities to:

• observe changes












technologies



available





opportunities to:



thread of energy

Through the context chosen for the unit in a

given year children/students will:




lives






• explore the role of energy through

light, sound, heat and electrical in everyday

objects and devices



practices






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non-living things



living













keys



over time.



cooling)








matter



irreversible




mixtures.

landscape





and night










society.

Children/students will participate in learning

experiences that will give them

opportunities to:





• know and use safe practices when

investigating sound, heat and electricity in

the classroom and appreciate the

implications at home



refracted







communities







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Prep – Year 7 Term 1 Term 2 Term 3 Term 4

Primary

Connections

program

resources to be

adapted for use

Prep – Year 3 Year 4 – Year 7 Prep – Year 3 Year 4 – Year 7 Prep – Year 3 Year 4 – Year 7 Prep – Year 3 Year 4 – Year 7

Staying Alive

This unit needs to

be adjusted to

include content


Y2 and Y3.

Marvellous Micro-

organisms

This unit needs to

be adjusted to

include content


Y5 and Y7

All mixed up

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y1 and Y3.

What's the matter?

This unit needs to

be adjusted to

include content


Y6 and Y7

Water works

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y1 and Y3.

Beneath our feet

This unit needs to

be adjusted to

include content


Y6 and Y7

Heating up

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y1 and Y2

Light shows

This unit needs to

be adjusted to

include content


Y6 and Y7

Localised



or issue.




environment



or issue.





or issue.




effects of objects in the solar system on the

Earth, e.g. tides, moon phases, eclipses



or issue.






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Prep – Year 7 Term 1 Term 2 Term 3 Term 4

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Aboriginal and

Torres Strait

Islander

perspectives










General

capabilities and

cross-

curriculum

priorities





Key to general

capabilities and

cross-

curriculum

priorities





De

ve

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generic

possibilities


parents/carers and other partners.











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Assessment –

generic

possibilities



• observations



diagrams






• observations



diagrams




maps and flowcharts

• reports.


• observations



diagrams






• observations


• labelled and

annotated diagrams




maps and flowcharts

• reports.










• using a set of








presentation


• creating and presenting

a model of a sustainable home,

explaining and justifying why the

location, source of energy and the



• gathering observations

and data, throughout the term,

from investigations that can be

used to inform the design of an

energy gadget.


investigation


• annotating and drawing

to scale a diagram of the solar

system, and Earth’s place in it



explaining why people, plants and

animals can’t live on the planet








the conceptual thread of

physical and chemical changes.



• exploring how

everyday chemical and/or

physical changes can be

stopped, sped up and slowed

down.



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Prep to Year 7 Science Year C Specific Assessment Opportunities - 2015

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thread of change




thread of energy


Primary

Connections

suggested

Assessment

Tasks

Staying alive Marvellous Mico-

organisms

All mixed up What’s the Matter? Water works Beneath our feet

Heating up Light Shows

Relevant

Australian

Curriculum

Assessment

Work Samples

PrepWS2 Design

task – Animal

habitat

Yr5WS6 Newspaper

article – Australian

scientists

Yr6WS7

Investigation report

– Plant growth

Yr2WS2 Design task

– Materials swap

Yr7WS1 Process

design – Purifying

Water

Yr5WS5

Independent review

– Observable

properties of solids,

liquids & gases

Yr2WS1

Investigation – How

to make water clean

Yr2WS4

Investigation –

Water at home & at

school

Yr7WS2 Poster –

Water Cycle

Yr7WS1 Process

design – Purifying

Water

Yr4WS4

Investigation report

– Weathering

effects

Yr3WS4

Investigation –

Spoons & heat

Yr3WS1

Investigation –

Moving shadows

Yr5WS2 Research

report – Can light go

round corners?

Relevant C2C

assessment

tasks



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ack











tasks.





progresses.





tasks.



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Prep to Year 7 Science Year D Overview - 2016

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Revision Revise and consolidate concepts


• previous year




• previous year




• previous year




• previous year


















and analysed



becomes available





opportunities to:

• observe growth and changes in

living things


thread of change















throughout society.



opportunities to:

• observe changes












technologies



available





opportunities to:



thread of energy






lives






• explore the role of energy

through light, sound, heat and electrical in

everyday objects and devices



practices





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non-living things



living













keys



over time.



cooling)








matter



irreversible




mixtures.

landscape





and night











society.



opportunities to:





• know and use safe practices

when investigating sound, heat and

electricity in the classroom and appreciate

the implications at home



refracted







communities







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Primary

Connections

program

resources to be

adapted for use


Prep-Year 3 Year 4 – Year 7 Prep-Year 3 Year 4 – Year 7 Prep-Year 3 Year 4 – Year 7 Prep-Year 3 Year 4 – Year 7

Schoolyard Safari

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y2 and Y3.

Friends and foes

This unit needs to

be adjusted to

include content


Y6 and Y7

Melting moments

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y1 and Y2.

Material world

This unit needs to

be adjusted to

include content


Y6 and Y7

Night and Day

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y1 and Y2.

No Primary

Connections Unit

available

Look! Listen!

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y2 and Y3

It’s electrifying

This unit needs to

be adjusted to

include content


Y5 and Y7

Localised



or issue.




environment



or issue.





or issue.




effects of objects in the solar system on

the Earth, e.g. tides, moon phases, eclipses



or issue.






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Aboriginal and

Torres Strait

Islander

perspectives










General

capabilities and

cross-

curriculum

priorities





Key to general

capabilities and

cross-

curriculum

priorities




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Assessment –

generic

possibilities


parents/carers and other partners. It becomes a dynamic record of examples of a child’s/student’s learning and development. The individual folio may contain:










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Assessment – generic possibilities




• observations



diagrams






• observations


• labelled and

annotated diagrams


• science journal

entries


maps and flowcharts

• reports.


• observations



diagrams






• observations



diagrams




maps and flowcharts

• reports.










• using a set of








presentation


• creating and

presenting a model of a

sustainable home, explaining

and justifying why the location,

source of energy and the



• gathering

observations and data,

throughout the term, from

investigations that can be used

to inform the design of an

energy gadget.


investigation


• annotating and drawing

to scale a diagram of the solar

system, and Earth’s place in it



explaining why people, plants

and animals can’t live on the

planet








the conceptual thread of physical

and chemical changes.



• exploring how everyday

chemical and/or physical changes

can be stopped, sped up and

slowed down.



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Prep to Year 7 Science Year D Specific Assessment Opportunities - 2016




thread of change




thread of energy

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Primary

Connections

suggested

Assessment

Tasks

Schoolyard Safari Friends and foes Melting moments Material world Night and day No Primary

Connections Unit

yet available

Look! Listen! It’s electrifying!

Relevant

Australian

Curriculum

Assessment

Work Samples

Yr1WS6 Worksheet

– Mini beast

habitats

Yr4WS6 Recount –

Yabby Journal

Yr7WS6 Poster –

Feral Fox

Yr3WS2

Investigation –

Disappearing ice

cubes

Yr4WS3 Design

report – Convict

bag

Yr4WS5

Investigation –

Testing bag

strength

Yr3WS1

Investigation –

Moving shadows

Yr3WS3 Poster –

Day & night

No Primary

Connections Unit

yet available

Yr1WS1 Report –

Seeing the light

Yr1WS3

Investigation –

Comparing sounds

Yr6WS1

Investigation

report – Designing

an electrical switch

Relevant C2C

assessment

tasks

No Primary

Connections Unit

yet available

Ma

ke

jud

ge

me

nts











tasks.





progresses.





tasks.



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Prep to Year 7 SCIENCE & SUSTAINABILITY 2013 – 2016 – YEAR A – 2013 – (highlight as you go)

Term overview Term One Term TWO Term Three Term Four

2013 – YEAR A

Prep to Year 7








thread of forces

YEAR A

Primary Connections

program resources to

be adapted for use


Feathers, fur or

leaves?


adjusted to include

content descriptors


Plants in Action

This unit needs to

be adjusted to

include content


Y6 and Y7


This unit needs to

be adjusted to

include content


Y2 and Y3.

Change Detectives

This unit needs to

be adjusted to

include content


Y5 and Y7

Up, down and all

around

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y2 and Y3.

Earth’s place in

Space

This unit needs to

be adjusted to

include content


Y6 and Y7

Push-pull

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y1 and Y3

Essential energy

This unit needs to

be adjusted to

include content


Y5 and Y7

YEAR A

Australian Curriculum

– Sustainability –

Relevant Organising

Ideas

Systems

OI.1 The biosphere is a

dynamic system providing

conditions that sustain life on

Earth.

OI.2 All life forms, including

human life, are connected

through ecosystems on which

they depend for their

wellbeing and survival.

Systems




Earth.






World Views

OI.4 World views that

recognise the dependence of

living things on healthy

ecosystems, and value

diversity and social justice are

essential for achieving

sustainability.

OI.5 World views are formed

by experiences at personal,

local, national and global

World Views







sustainability.




levels, and are linked to

individual and community

actions for sustainability.

Futures

OI.6 The sustainability of

ecological, social and

economic systems is achieved

through informed individual

and community action that

values local and global equity

Systems




Earth.






World Views







sustainability.







Futures









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Futures

OI. 9 Sustainable futures

result from actions designed

to preserve and/or restore

the quality and uniqueness of

environments.

and fairness across

generations into the future.

OI.7 Actions for a more

sustainable future reflect

values of care, respect and

responsibility, and require us

to explore and understand

environments.

OI.8 Designing action for

sustainability requires an

evaluation of past practice,

the assessment of scientific

and technological

developments, and balanced

judgments based on

projected future economic,

social and environmental

impacts.

and fairness across







environments.





and technological


judgments based on



impacts.





environments.



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Prep to Year 7 SCIENCE & SUSTAINABILITY 2013 – 2016 – YEAR A – 2013 – (highlight as you go)

Term overview Term One Term TWO Term Three Term Four

2013 – YEAR A

Prep to Year 7








thread of forces

YEAR A

Sustainability

Curriculum Framework

(DEWHA 2010)

Ecosystems & local

environments

Ways of caring for &

describing ecosystems at

different times of the year

Change in living systems

Techniques for investigating,

assessing & describing

physical environmental

features

Life cycles

Life cycles of common/ local

species

How humans care for

themselves, others & other

species

Ecosystems & local

environments

Adaptations, roles &

relationships among fungi,

plant & animal species & their

physical environment in local

gardens & natural

ecosystems; food chains, food

webs & cycles of energy &

materials

Processes of historical change

Reasons why people, events,

changes in technology &

issues of the past need to be

understood in relation to the

natural & social environment

in which they occurred

Economic systems and costs

Relationships between

lifestyle decisions & their

economic & environmental

costs.


wealth, consumption &

ecological footprint.

Materials and production

Processing of common

materials from source and the

effects of their extraction &

use.

Renewable & non-renewable

nature of resources including

marine, forest & mineral

resources.

Systems for waste avoidance,

minimisation, re-use &

recycling.

Local & remote, social &

environmental impacts of the

processing & use of common

materials.

Weather and climate

• Features of phenomena

described as weather.

• Methods of observing,

describing and recording

weather.

• Effects weather has on

themselves, family,

community and on plant and

animal life.

Seasons

• Ways seasons are described

and named.

• How seasonal changes

impact on themselves, their

environment and their

personal choices.

• Seasonal differences in

relation to latitude and the

impact of seasonal differences

on different people’s way of

living.

Solar system & energy

Sources of energy including

renewable & non-renewable

& the benefits or

consequences of using them

Sustainable energy choices &

their impact on humans & the

environment

Processes used to transform

energy for human purposes

Processes & devices for

measuring & metering energy

consumption












costs.








use.




resources.

Transport

Social & environmental costs

& impacts of common power

sources used for transport



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Prep to Year 7 SCIENCE & SUSTAINABILITY 2013 – 2016 – YEAR B – 2014 – (highlight as you go)

2014 – YEAR B

Prep to Year 7




thread of change




thread of energy

YEAR B

Primary Connections


be adapted for use


Watch it Grow!

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y1 and Y3.

Desert survivors

This unit needs to

be adjusted to

include content


Y6 and Y7.

Spot the difference

This unit needs to

be adjusted to

include content

descriptors from

Prep, Y2 and Y3.

Package it better

This unit needs to

be adjusted to

include content


Y6 and Y7.

Weather in my

world

This unit needs to

be adjusted to

include content


Y2, Y3

Earthquake

explorers

This unit needs to

be adjusted to

include content


Y5 and Y7

On the move

This unit needs to

be adjusted to

include content


Y2 and Y3.

Smooth moves

This unit needs to

be adjusted to

include content


Y6 and Y7



Relevant Organising

Ideas

Systems






Systems






World Views







sustainability.







Futures

World Views







sustainability.







Futures






environments.

Systems




Earth.

Systems




Earth.






OI.3 Sustainable patterns of

living rely on the

interdependence of healthy

social, economic and

ecological systems.

World Views








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to preserve and/or restore the

quality and uniqueness of

environments.





and technological


judgments based on projected

future economic, social and

environmental impacts.


sustainability.







Futures







and fairness across







environments.





and technological







to preserve and/or restore the

quality and uniqueness of

environments.

Sustainability


(DEWHA 2010)

Agriculture & food

Processes &

requirements for growing

plants & raising animals

Life cycles (Years 3-6)

Life cycles of common/

local species

Ecosystems & local

environments (Years 3-6)


relationships among

fungi, plant & animal

species & their physical

environment in local

gardens & natural

ecosystems; food chains,

food webs & cycles of

energy & materials

Life cycles

Subsystems that enable

life & reproduction in

living things, including

support & movement,

digestion, circulation,

respiration, sensing &

response, reproduction

Ecosystems & local

environments


relationships among

fungi, plant & animal

species & their physical

environment in local

gardens & natural

ecosystems; food chanins,

food webs & cycles of

energy & materials

Economic systems and

costs


lifestyle decisions and

their economic and

environmental costs.


wealth, consumption and




materials from source

and the effects of their

extraction and use.

Renewable and non-

renewable nature of

resources including

marine, forest and

mineral resources.

Systems for waste

avoidance, minimisation,

Social systems & culture

Ways families, schools &

communities depend on

natural environments

Ways groups utilise the

natural environment to

meet their needs & wants

in different ways

Built environments

Features of buildings &

spaces necessary to meet

people’s needs

Ways of managing

buildings or spaces to

minimise environmental

impacts & costs

Ecosystems & local

environments

Features of local

terrestrial & aquatic

environments, their

change over time &

indicators of the state of

their health

Human management of

different ecosystems &

places (historical or

cultural contexts)


Techniques for

investigating, assessing &

describing physical

environmental features

Ways of monitoring

trends in the health of

ecosystems & reasons for

changes in ecosystem



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re-use and recycling.

Local and remote, social

and environmental

impacts of the processing

and use of common

materials.

Built environment

Sustainability

considerations in the

choice of building

materials.

Urban and regional waste

and recycling systems.

health

Weather & climate

Difference between

weather & climate

Patterns, trends & longer

term changes to climate

Systems put in place to

manage weather &

extreme weather events

Water

Impact of climate change

on availability of water

Social systems & sub-

systems

Systems used to meet the

needs of different groups

& ways of managing

these systems while

recognising that

ecosystems & their

resources are finite

Methods of assessing

ecological sustainability

Factors that influence our

ecological sustainability

including the health of

our ecosystems, the

conservation of our

natural resources & the

well being of our

community

Built environment

Ways of designing

buildings to minimise

environmental impacts &

costs



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Prep to Year 7 SCIENCE & SUSTAINABILITY 2013 – 2016 – YEAR C – 2015 – (highlight as you go)

2015 – YEAR C

Prep to Year 7




thread of change




thread of energy

Primary Connections


be adapted for use


Staying Alive


adjusted to include

content descriptors

from Y1, Y2 and Y3.

Marvellous Micro-

organisms


adjusted to include

content descriptors

from Y4, Y5 and Y7

All mixed up


adjusted to include

content descriptors


What's the matter?


adjusted to include

content descriptors

from Y4, Y6 and Y7

Water works


adjusted to include

content descriptors


Beneath our feet


adjusted to include

content descriptors

from Y5, Y6 and Y7

Heating up

COMING SOON


adjusted to include

content descriptors


Light shows


adjusted to include

content descriptors

from Y4, Y6 and Y7



Relevant Organising

Ideas

Systems



conditions that sustain life

on Earth.

World Views


recognise the dependence

of living things on healthy


diversity and social justice

are essential for achieving

sustainability.







Systems



conditions that sustain life

on Earth.



through ecosystems on

which they depend for

their wellbeing and

survival.

World Views







sustainability.







Futures


Systems


living rely on the

interdependence of healthy

social, economic and

ecological systems.

World Views







sustainability.







Futures







Systems



through ecosystems on

which they depend for

their wellbeing and

survival.


living rely on the

interdependence of

healthy social, economic

and ecological systems.

World Views







sustainability.







Futures

World Views







sustainability.







Futures



economic systems is

achieved through informed


action that values local and

global equity and fairness

across generations into the

future.






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economic systems is

achieved through informed


action that values local and

global equity and fairness

across generations into the

future.




responsibility, and require

us to explore and

understand environments.





environments.

and fairness across







environments.





and technological


judgments based on



impacts.





environments.





environments.

responsibility, and require

us to explore and

understand environments.





and technological





Sustainability


(DEWHA 2010)


Ways families, schools &

communities depend on

natural environments

Ways groups utilise the

natural environment to

meet their needs & wants

in different ways

Built environments

Features of buildings & spaces

to meet people’s needs

Agriculture & food

Processes & requirements for

growing plants & raising

animals

Ecosystems & local

environments

Adaptations, roles and


plant and animal species and

their physical environment in

local gardens and natural


webs and cycles of energy and

materials.

Features of local terrestrial

and aquatic ecosystems, their

change over time and

indicators of the state of their

health.

Human management of

different ecosystems and

places (historical or cultural

contexts).

Ways of caring for and

describing different

ecosystems at different times

of the year.

Issues and options for

managing a classroom or

natural area.



assessing and describing


features.

Ways of monitoring trends in

the health of ecosystems and

reasons for changes in

ecosystem health.

Materials and waste

Sources of some materials

used in everyday products.

Properties of some common

materials that influence

their re-use and/or

recycling.

Procedures for waste

avoidance and

minimisation.

Systems for managing and

recycling waste.

Materials & production

(Years 3-6)


materials from source and

the effects of their

extraction and use.

Renewable and non-

renewable nature of

resources including

marine, forest and mineral

resources.


minimisation, re-use and

recycling.

Local and remote, social and environmental impacts of the processing and use of common materials.

Ecosystems & local

environments

Features of local terrestrial &

aquatic environments, their

change over time & indicators

of the state of their health



assessing & describing


features

Weather & climate

Systems put in place to

manage weather &

extreme weather events

Solar systems & energy


renewable & non-

renewable & the benefits

or consequences of using

them


their impact on humans &

the environment


energy for human

purposes


measuring & metering

energy consumption




issues of the past need to

be understood in relation

to the natural & social

environment in which they

occurred





costs.






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Prep to Year 7 SCIENCE & SUSTAINABILITY 2013 – 2016 – YEAR D – 2016 – (highlight as you go)

2016 – YEAR D

Prep to Year 7




thread of change




thread of energy

Primary Connections


be adapted for use


Schoolyard Safari


adjusted to include

content descriptors


Friends and foes

COMING SOON


adjusted to include

content descriptors

from Y5, Y6 and Y7

Melting moments


adjusted to include

content descriptors


Material world


adjusted to include

content descriptors

from Y5, Y6 and Y7

Night and Day

COMING SOON


adjusted to include

content descriptors


No Primary

Connections Unit

available

Look! Listen!


adjusted to include

content descriptors


It’s electrifying


adjusted to include

content descriptors

from Y4, Y5 and Y7



Relevant Organising

Ideas

Systems






Futures





environments.

Systems




Earth.






World Views







sustainability.







Futures


World Views







sustainability.







Futures






environments.





and technological

World Views







sustainability.







Futures







and fairness across







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environments.


judgments based on



impacts.



environments.





and technological


judgments based on



impacts.





environments.

Sustainability


(DEWHA 2010)


How stories & other evidence

from the past can help us

learn of people’s use & care

for their natural & built

environment

Civics & citizenship

Opportunities provided by

schools & communities for

caring for our environment &

for making it more

sustainable

Hoe children all over the

world are working for

sustainability & the resons

why it would be valuable to

link up with them

Life cycles

Life cycles of common/ local

species

How humans care for

themselves, others & other

species

Ecosystems & local

environments



plant & animal species & their

physical environment in local

gardens & natural


webs & cycles of energy &

materials



lifestyle decisions and their

economic and environmental

costs.


wealth, consumption and





effects of their extraction and

use.

Renewable and non-

renewable nature of

resources including marine,

forest and mineral resources.


minimisation, re-use and

recycling.

Local and remote, social and

environmental impacts of the

processing and use of

common materials.

Built environment

Sustainability considerations

in the choice of building

materials.

Urban and regional waste and

recycling systems.

Solar system & energy


renewable & non-renewable

& the benefits or

consequences of using them


their impact on humans & the

environment


energy for human purposes


measuring & metering energy

consumption












costs.








use.




resources.

Transport

Social & environmental costs

& impacts of common power

sources used for transport



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Other helpful links in Primary Connections:

5Es constructivist learning model

An elaboration of the 5Es (pdf)

National scientific literacy progress map (pdf)

Backward design Unit Planner based on the 5Es (pdf)

Good books for Science



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Note:

The focus year for coverage of the specific Australian Curriculum content descriptors has been taken from the alignment provided on the Primary Connections website (downloaded 21 January

2013). Primary Connections units don’t cover much of Year Seven, as in most States Year Seven is not a primary school year level. The Year Seven content descriptors have been aligned to

those they closely match in other year levels and are included for the guidance of teachers while this year level remains in Queensland’s State primary schools.

Prep to Year 7 Science 2013-2016:- RECORD OF BALANCE & COVERAGE OF AUSTRALIAN CURRICULUM CONTENT DESCRIPTORS

Science Understanding Strand Prep to Year 3

Prep A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 1 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 2 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 3 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Biological Sciences Focus year Biological Sciences Focus year Biological Sciences Focus year Biological Sciences Focus year

Living things have basic needs,

including food and water

(ACSSU002)

C Living things have a variety of

external features (ACSSU017)

D Living things grow, change and

have offspring similar to

themselves (ACSSU030)

B Living things can be grouped on the

basis of observable features and

can be distinguished from non-

living things (ACSSU044)

A

Living things live in different places

where their needs are met

(ACSSU211)

D

Chemical Sciences Focus year Chemical Sciences Focus year Chemical Sciences Focus year Chemical Sciences Focus year

Objects are made of materials that

have observable properties

(ACSSU003)

A Everyday materials can be

physically changed in a variety of

ways (ACSSU018)

B Different materials can be

combined, including by mixing, for

a particular purpose (ACSSU031)

C A change of state between solid

and liquid can be caused by adding

or removing heat (ACSSU046)

D

Earth and Space Sciences Focus year Earth and Space Sciences Focus year Earth and Space Sciences Focus year Earth and Space Sciences Focus year

Daily and seasonal changes in our

environment, including the

weather, affect everyday life

(ACSSU004)

B Observable changes occur in the

sky and landscape (ACSSU019)

A Earth’s resources, including water,

are used in a variety of ways

(ACSSU032)

C Earth’s rotation on its axis causes

regular changes, including night

and day (ACSSU048)

D

Physical Sciences Focus year Physical Sciences Focus year Physical Sciences Focus year Physical Sciences Focus year

The way objects move depends on

a variety of factors, including their

size and shape (ACSSU005)

B Light and sound are produced by a

range of sources and can be sensed

(ACSSU020)

D A push or pull affects how an

object moves or changes shape

(ACSSU033)

A Heat can be produced in a many

ways and can move from one

object to another (ACSSU049)

C



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Science Understanding Strand Year 4 to Year 7

Year 4 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 5 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 6 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 7 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Biological Sciences Focus year Biological Sciences Focus year Biological Sciences Focus year Biological Sciences Focus year

Living things have life cycles

(ACSSU072)

A D Living things have structural

features and adaptations that help

them to survive in their

environment (ACSSU043)

B The growth and survival of living

things are affected by the physical

conditions of their environment

(ACSSU094)

C There are differences within and

between groups of organisms;

classification helps organise this

diversity (ACSSU111)

B

Living things, including plants and

animals, depend on each other and

the environment to survive

(ACSSU073)

A D Interactions between organisms

can be described in terms of food

chains and food webs; human

activity can affect these

interactions (ACSSU112)

A C D

Chemical Sciences Focus year Chemical Sciences Focus year Chemical Sciences Focus year Chemical Sciences Focus year

Natural and processed materials

have a range of physical properties;

these properties can influence their

use (ACSSU074)

B D Solids, liquids and gases have

different observable properties and

behave in different ways

(ACSSU077)

C Changes to materials can be

reversible, such as melting,

freezing, evaporating; or

irreversible, such as burning and

rusting (ACSSU095)

A Mixtures, including solutions,

contain a combination of pure

substances that can be separated

using a range of techniques

(ACSSU113)

C

Earth and Space Sciences Focus year Earth and Space Sciences Focus year Earth and Space Sciences Focus year Earth and Space Sciences Focus year

Earth’s surface changes over time

as a result of natural processes and

human activity (ACSSU075)

C The Earth is part of system of

planets orbiting around a star

(ACSSU078)

A Sudden geological changes or

extreme weather conditions can

affect Earth’s surface (ACSSU096)

B Predictable phenomena on Earth,

including seasons and eclipses, are

caused by the relative positions of

the sun, Earth and the moon

(ACSSU115)

A

Some of Earth’s resources are

renewable, but others are non-

renewable (ACSSU116)

C

Water is an important resource

that cycles through the

environment (ACSSU222)

C



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Science Understanding Strand Year 4 to Year 7 continued

Year 4 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 5 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 6 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 7 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Physical Sciences Focus year Physical Sciences Focus year Physical Sciences Focus year Physical Sciences Focus year

Forces can be exerted by one

object on another through direct

contact or from a distance

(ACSSU076)

B Light from a source forms shadows


refracted (ACSSU080)

C Electrical circuits provide a means

of transferring and transforming

electricity (ACSSU097)

A D Change to an object’s motion is

caused by unbalanced forces acting

on the object (ACSSU117)

A B

Energy from a variety of sources

can be used to generate electricity

(ACSSU219)

A D Earth’s gravity pulls objects

towards the centre of the Earth

(ACSSU118)

A B



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Note:

Teachers will need to make their own record of the content descriptors covered in the strand Science as a Human Endeavour, as these may vary according to the implementation of the unit in

the classroom.


Science as a Human Endeavour Strand Prep to Year 3

Prep A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 1 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 2 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 3 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Nature & development of

Science


Science


Science


Science

Science involves exploring and

observing the world using the

senses (ACSHE013)

Science involves asking questions

about, and describing changes in,

objects and events (ACSHE021)

Science involves asking questions

about, and describing changes in,

objects and events (ACSHE034)

[AC WS6 Worksheet – Science in

daily life]

Science involves making

predictions and describing patterns

and relationships (ACSHE050)

Use & influence of Science Use & influence of Science Use & influence of Science Use & influence of Science

Not addressed at this year level People use science in their daily

lives, including when caring for

their environment and living things

(ACSHE022)

People use science in their daily

lives, including when caring for

their environment and living things

(ACSHE035)

[AC WS6 Worksheet – Science in

daily life]

Science knowledge helps people to

understand the effect of their

actions (ACSHE051)



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Science as a Human Endeavour Strand Year 4 to Year 7

Year 4 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 5 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 6 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 7 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6


Science


Science


Science


Science

Science involves making

predictions and describing patterns

and relationships (ACSHE061)

Science involves testing predictions

by gathering data and using

evidence to develop explanations

of events and phenomena

(ACSHE081)

Science involves testing predictions

by gathering data and using

evidence to develop explanations

of events and phenomena

(ACSHE098)

Scientific knowledge changes as

new evidence becomes available,

and some scientific discoveries

have significantly changed people’s

understanding of the world

(ACSHE119)

Important contributions to the

advancement of science have been

made by people from a range of

cultures (ACSHE082)

[AC WS 6 Newspaper article –

Australian scientists]

Important contributions to the

advancement of science have been

made by people from a range of

cultures (ACSHE099)

[AC WS 2 Pamphlet – Famous

scientists]

Science knowledge can develop

through collaboration and

connecting ideas across the

disciplines of science (ACSHE223)

Use & influence of Science Use & influence of Science Use & influence of Science Use & influence of Science

Science knowledge helps people to

understand the effect of their

actions (ACSHE062)

Scientific understandings,

discoveries and inventions are used

to solve problems that directly

affect people’s lives (ACSHE083)



Scientific understandings,

discoveries and inventions are used

to solve problems that directly

affect people’s lives (ACSHE100)


scientists]

Science and technology contribute

to finding solutions to a range of

contemporary issues; these

solutions may impact on other

areas of society and involve ethical

considerations (ACSHE120)

Scientific knowledge is used to

inform personal and community

decisions (ACSHE217)



Scientific knowledge is used to

inform personal and community

decisions (ACSHE220)


scientists]

Science understanding influences

the development of practices in

areas of human activity such as

industry, agriculture and marine

and terrestrial resource

management (ACSHE121)

People use understanding and skills

from across the disciplines of

science in their occupations

(ACSHE224)



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Note:

Teachers will need to make their own record of the content descriptors covered in the strand Science Inquiry Skills, as these may vary according to the implementation of the unit in the

classroom.


Science Inquiry Skills Prep to Year 3

Prep A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 1 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 2 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 3 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Questioning & predicting Questioning & predicting Questioning & predicting Questioning & predicting

Respond to questions about

familiar objects and events

(ACSIS014)

Respond to and pose questions,

and make predictions about


(ACSIS024)

Respond to and pose questions,

and make predictions about


(ACSIS037)

With guidance, identify questions

in familiar contexts that can be

investigated scientifically and

predict what might happen based

on prior knowledge (ACSIS053)

Planning & conducting Planning & conducting Planning & conducting Planning & conducting

Explore and make observations by

using the senses (ACSIS011)

Participate in different types of

guided investigations to explore

and answer questions, such as

manipulating materials, testing

ideas, and accessing information

sources (ACSIS025)

Participate in different types of

guided investigations to explore

and answer questions, such as

manipulating materials, testing

ideas, and accessing information

sources (ACSIS038)

Suggest ways to plan and conduct

investigations to find answers to

questions (ACSIS054)

Use informal measurements in the

collection and recording of

observations, with the assistance of

digital technologies as appropriate

(ACSIS026)

Use informal measurements in the

collection and recording of

observations, with the assistance of

digital technologies as appropriate

(ACSIS039)

Safely use appropriate materials,

tools or equipment to make and

record observations, using formal

measurements and digital

technologies as appropriate

(ACSIS055)

Processing & analysing data &

information


information


information


information

Engage in discussions about

observations and use methods such

as drawing to represent ideas

(ACSIS233)

Use a range of methods to sort

information, including drawings

and provided tables (ACSIS027)

Use a range of methods to sort

information, including drawings

and provided tables (ACSIS040)

Use a range of methods including

tables and simple column graphs to

represent data and to identify

patterns and trends (ACSIS057)

Through discussion, compare

observations with predictions

(ACSIS212)

Through discussion, compare

observations with predictions

(ACSIS214)

Compare results with predictions,

suggesting possible reasons for

findings (ACSIS215)



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Science Inquiry Skills Prep to Year 3 continued

Prep A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 1 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 2 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 3 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Evaluating Evaluating Evaluating Evaluating

Not addressed at this year level Compare observations with those

of others (ACSIS213)

Compare observations with those

of others (ACSIS041)

Reflect on the investigation,

including whether a test was fair or

not (ACSIS058)

Communicating Communicating Communicating Communicating Share observations and ideas

(ACSIS012) Represent and communicate

observations and ideas in a variety

of ways such as oral and written

language, drawing and role play

(ACSIS029)

Represent and communicate

observations and ideas in a variety

of ways such as oral and written

language, drawing and role play

(ACSIS042)

Represent and communicate ideas

and findings in a variety of ways

such as diagrams, physical

representations and simple reports

(ACSIS060)



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Science Inquiry Skills Year 4 to Year 7

Year 4 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 5 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 6 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 7 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Questioning & predicting Questioning & predicting Questioning & predicting Questioning & predicting

With guidance, identify questions

in familiar contexts that can be

investigated scientifically and

predict what might happen based

on prior knowledge (ACSIS064)

With guidance, pose questions to

clarify practical problems or inform

a scientific investigation, and

predict what the findings of an

investigation might be (ACSIS231)

With guidance, pose questions to

clarify practical problems or inform

a scientific investigation, and

predict what the findings of an

investigation might be (ACSIS232)

Identify questions and problems

that can be investigated

scientifically and make predications

based on scientific knowledge

(ACSIS124)

Planning & conducting Planning & conducting Planning & conducting Planning & conducting

Suggest ways to plan and conduct

investigations to find answers to

questions (ACSIS065)

With guidance, select appropriate

investigations methods to answer

questions or solve problems

(ACSIS086)

With guidance, select appropriate

investigations methods to answer

questions or solve problems

(ACSIS103)

Collaborating and individually plan

and conduct a range of

investigation types, including

fieldwork and experiments,

ensuring safety and ethical

guidelines are followed (ACSIS125)

Safely use appropriate materials,

tools or equipment to make and

record observations, using formal

measurements and digital


(ACSIS066)

Decide which variable should be

changed and measured in fair tests

and accurately observe, measure

and record data, using digital


(ACSIS090)

Decide which variable should be

changed and measured in fair tests

and accurately observe, measure

and record data, using digital


(ACSIS107)

Compare data with predictions and

use as evidence in developing

explanations (ACSIS218)




In fair tests, measure and control

variables, and select equipment to

collect data with accuracy

appropriate to the task (ACSIS126)


information


information


information


information

Use a range of methods including

tables and simple column graphs to

represent data and to identify

patterns and trends (ACSIS068)

Construct and use a range of

representations, including tables

and graphs, to represent and

describe observations, patterns or

relationships in data using digital


(ACSIS090)

[AC WS4 Independent

investigation – Beak shapes]


representations, including tables

and graphs, to represent and

describe observations, patterns or

relationships in data using digital


(ACSIS090)

[AC WS 3 Independent report –

Bouncing balls]


representations. Including graphs,

keys and models to represent and

analyse patterns or relationships,

including using digital technologies

as appropriate (ACSIS129)

[AC WS 4 Data interpretation –

Bird Watching]



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Science Inquiry Skills Year 4 to Year 7 continued

Year 4 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 5 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 6 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6

Year 7 A - 2

01

3

B - 2

01

4

C - 2

01

5

D- 2

01

6


information


information


information


information

Compare results with predictions,

suggesting possible reasons for

findings (ACSIS216)




[AC WS4 Independent






Bouncing balls]

Summarise data, from students’

own investigations and secondary

sources, and use scientific

understanding to identify

relationships and draws

conclusions (ACSIS130)


Bird Watching]

Evaluating Evaluating Evaluating Evaluating

Reflect on the investigation,

including whether a test was fair or

not (ACSIS069)

Suggest improvements to the

methods used to investigate a

question or solve a problem

(ACSIS091)

Suggest improvements to the

methods used to investigate a

question or solve a problem

(ACSIS108)

Reflect on the method used to

investigate a question or solve a

problem, including evaluating the

quality of the data collected, and

identify improvements to the

method (ACSIS131)

Use scientific knowledge and

findings from investigations to

evaluate claims (ACSIS132)

Communicating Communicating Communicating Communicating

Represent and communicate ideas

and findings in a variety of ways

such as diagrams, physical

representations and simple reports

(ACSIS071)

Communicate ideas, explanations

and processes in a variety of ways,

including multi-modal texts

(ACSIS093)

[AC WS4 Independent




Communicate ideas, explanations

and processes in a variety of ways,

including multi-modal texts

(ACSIS110)


scientists]


Bouncing balls]

Communicate ideas, findings and

solutions to problems using

scientific language and

representations using digital


(ACSIS133)


Bird Watching]

o Year 7 Science 20

Documents

DRAFT 4-Year Multi-Level Science Year Level Plan 2013-2016 · PDF fileTeaching Principals in the ... Up, down and all around ... students develop their understanding of a range of