The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. 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 and learning programs are decisions to be made by the teacher. Incorporating the key ideas of science 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 canât be seen with the naked eye. They begin to appreciate that current systems, such as Earthâs 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. (source: www.australiancurriculum.edu.au) By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions. Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings. (source: www.australiancurriculum.edu.au)Achievement Standard
Help your students cement their understanding of the plant life cycle with this interactive game.
A worksheet to practise observing the properties of materials used in a range of objects.
A fun sorting activity to help students become familiar with vocabulary related to seedlings.
A set of dominoes to use in the classroom when investigating animals which lay eggs.
A pack of resources to use when celebrating National Tree Day.
A poster to help your students explore the topic of biodiversity.
Fact cards featuring 64 species and subspecies that are on the critically endangered list.
A poster of the world map featuring 64 species and subspecies that are on the critically endangered list.
An inquiry project that encourages students to research animals and their habitats and design a reptile house in a theme park.
A poster explaining the roles of the Sun, producers, consumers, and decomposers in the food chain.
A poster containing a diagram with labels showing the key parts of a spring scale.
A poster containing a diagram with labels showing the key parts of a balance scale.
A poster containing a diagram with labels showing the key parts of a Bunsen burner.
A poster containing a diagram with labels showing the key parts of a triple beam balance scale.
A poster containing a diagram with labels showing standard lab equipment.
A poster containing a diagram with labels showing the key parts of a refracting telescope.
A poster containing a diagram with labels showing the key parts of a thermometer.
A poster containing a diagram with labels showing the key parts of a microscope.
A worksheet used to check the students’ knowledge of forces.
A science experiment which investigates the relationship between multiple forces acting on a single object in various ways.
A science experiment which investigates rolling friction and the properties of various materials and shapes.
A teaching presentation introducing the students to magnetism as a non-contact force.
A worksheet for recording data about magnetic flux lines observed in a classroom demonstration.
A teaching presentation introducing the students to the non-contact force of electrostatics.
A teaching presentation introducing the students to the different types of force.
A worksheet for the students to identify the types of force which are active in a variety of situations.
A teaching presentation in which the students investigate Aboriginal and Torres Strait Islander Peoples' knowledge and use of physics.
A teaching presentation in which the students observe qualitatively how speed is affected by the size of a force.
A teaching presentation investigating the effect of contact and non-contact forces on the movement of objects in traditional Aboriginal and Torres Strait Islander children’s instructive toys and games.
A science investigation in which the students investigate how to use thrust force to increase the speed of a model car.
A science experiment which investigates the strengths of solid wood and laminate.
An acrostic poem template to use in the classroom to celebrate Earth Day.