Multi-Level Science Plan Australian Curriculum: Science through Primary Connections

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1 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 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 & 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 w 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 1

2 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? from Prep, Y1 and Y2. Plants in Action from Y5, Y6 and Y7 What s it made of? from Y1, Y2 and Y3. Change Detectives from Y4, Y5 and Y7 Up, down and all around from Prep, Y2 and Y3. Earth s place in Space from Y4, Y6 and Y7 Push-pull from Prep, Y1 and Y3 Essential energy from Y4, Y5 and Y7 YEAR B 2014 Adjustments Watch it Grow! from Prep, Y1 and Y3. Desert survivors from Y4, Y6 and Y7. Spot the difference from Prep, Y2 and Y3. Package it better from Y5, Y6 and Y7. Weather in my world from Y1, Y2, Y3 Earthquake explorers from Y4, Y5 and Y7 On the move from Y1, Y2 and Y3. Smooth moves from Y5, Y6 and Y7 2

3 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 from Y1, Y2 and Y3. Marvellous Microorganisms from Y4, Y5 and Y7 All mixed up from Prep, Y1 and Y3. What's the matter? from Y4, Y6 and Y7 Water works from Prep, Y1 and Y3. Beneath our feet from Y5, Y6 and Y7 Heating up COMING SOON from Prep, Y1 and Y2 Light shows from Y4, Y6 and Y7 YEAR D 2016 Adjustments Schoolyard Safari from Prep, Y2 and Y3. Friends and foes COMING SOON from Y5, Y6 and Y7 Melting moments from Prep, Y1 and Y2. Material world from Y5, Y6 and Y7 Night and Day COMING SOON from Prep, Y1 and Y2. No Primary Connections Unit yet available Look! Listen! from Prep, Y2 and Y3 It s electrifying from Y4, Y5 and Y7 3

4 OVERVIEW Prep to Year 7 Science 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. 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. Identify Curriculum Year level descriptions Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 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. 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. 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. 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. 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. 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. 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 nonrenewable 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. 4

5 OVERVIEW Prep to Year 7 Science 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. 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 w science is used in people s daily lives. Identify Curriculum Achievement Standards Year 3 Year 4 Year 5 Year 6 Year 7 By the end of Year 3 students describe how they can use science investigations to respond to questions and identify w 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. 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 w 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. 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. 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 w scientific knowledge is used in decision making. 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 w 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 w science knowledge is used to propose solutions to problems and describe examples of w people use science in their work. They describe how evidence has led to an improved understanding of a scientific idea. 5

6 Teaching and Learning Prep to Year 7 Science Year A Overview 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 Chemical sciences through the conceptual Earth and space sciences through the conceptual thread of diversity and interdependency Through the context chosen for the unit thread of properties and structure Through the context chosen for the unit children/students will: conceptual thread of earth Through the context chosen for the unit children/students will: children/students will: recognise that asking questions recognise that asking questions and recognise that asking questions and making observations are an important part of exploring the and making observations are an important part of exploring and investigating the properties of matter making observations are an important part of exploring and investigating changes to the landscape natural world appreciate that science involves appreciate that science knowledge appreciate that to understand the relationships between living things, data is collected and patterns and making predictions, collecting data, identifying and analysing patterns about the physical properties of everyday helps people to understand the effect of human activity, natural disasters and extreme weather on the Earth s surface and resources relationships are identified and materials and that this influences the use appreciate that science involves analysed of materials gathering data to assist in detecting natural explore how science investigate and explore w disasters and that this process is advanced by 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. the science of the properties of matter is used in their everyday lives. new technologies. Children/students will participate in learning experiences that will give them opportunities to: identify the needs of living 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 Children/students will participate in learning experiences that will give them 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 t 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 Through the context chosen for the unit children/students will: recognise that asking questions and making observations are an important part of exploring and investigating w forces are used in their everyday lives appreciate that science involves 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 learning experiences that will give them 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 6

7 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 w forces are balanced, such as stationary objects or objects moving at a constant speed investigate common situations w 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. 7

8 Prep to Year 7 Science Year A Overview 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 Teaching and Learning Localised contexts Aboriginal and Torres Strait Islander perspectives Feathers, fur or leaves? descriptors from Prep, Y1 and Y2. Plants in Action descriptors from Y5, Y6 and Y7 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 What s it made of? descriptors from Y1, Y2 and Y3. Change Detectives descriptors from Y4, Y5 and Y7 Schools should consider their local area as a 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, Up, down and all around from Prep, Y2 and Y3. Earth s place in Space from Y4, Y6 and Y7 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 Push-pull from Prep, Y1 and Y3 Essential energy from Y4, Y5 and Y7 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 ice cubes, fizzy drinks 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. 8

9 Develop assessment General capabilities and cross-curriculum priorities Key to general capabilities and cross-curriculum priorities Assessment generic possibilities Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: 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 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. 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. 2-7 Written: Collection of work observations graphs and tables labelled and annotated diagrams written explanations science journal entries reports. 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. Examples could include: 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. 2-7 Written: Collection of work observations graphs and tables labelled and annotated diagrams written explanations science journal entries reports. 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. 2-7 Written: Collection of work observations graphs and tables labelled and annotated diagrams written explanations science journal entries reports. 9 Multimodal: Investigation Examples could include: 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. 9

10 Develop assessment Prep to Year 7 Science Year A Specific Assessment Opportunities Overview Biological sciences through the conceptual thread of diversity and interdependency Chemical sciences through the conceptual thread of properties and structure Earth and space sciences through the conceptual thread of earth Physical sciences through the conceptual thread of forces 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 Relevant Australian Curriculum Assessment Work Samples Feathers, fur or leaves? Guided investigation - Students conduct a guided investigation w they collect a sample of leaf litter and identify insects and other creatures. Yr3WS5 Venn diagram Features of living things 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); crosssection of a flower (Lesson 4 RS6); exploring seeds (Lesson 2 RS4) Yr4WS6 Recount Yabby Journal Yr6WS7 Investigation Report Plant growth Yr7WS3 Independent task - Classification What s it made of? Change detectives Up, down & all around Earth s place in space Push-pull Essential energy 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 Yr7WS5 Investigation Report Parachute Design Yr6WS1 Investigation Report Designing an electrical switch 10

11 Prep to Year 7 Science Year A Specific Assessment Opportunities Overview Biological sciences through the conceptual thread of diversity and interdependency Chemical sciences through the conceptual thread of properties and structure Earth and space sciences through the conceptual thread of earth Physical sciences through the conceptual thread of forces 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 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. 11

12 Make judgments and use feedback 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 develop tasks and plan units. 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 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 participate in school and cluster moderation of the QCATs. 12

13 Teaching and learning Prep to Year 7 Science Year B Overview Term overview Term 1 Term 2 Term 3 Term 4 Revision Prep to Year 7 Revise and consolidate concepts from: previous terms previous year previous contexts. Revise and consolidate concepts from: previous terms previous year previous contexts. Revise and consolidate concepts from: previous terms previous year previous contexts. 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 Chemical sciences through the conceptual thread of form and feature thread of change Through the context chosen for the unit in Through the context chosen for the unit in a given year children/students will: a given year children/students will: recognise that asking questions recognise that asking questions and making observations are an important and making observations are an important part of exploring the natural world part of exploring and investigating matter appreciate that to understand appreciate that science involves the features of living and non-living things, making predictions, collecting data, data is collected and patterns are identified identifying and analysing patterns about and analysed change in materials and that this influences recognise that the science of the use and application of the materials classification changes as new evidence across various areas of human activity becomes available investigate and explore w recognise the contributions to the science of changes to matter is used in science by people from different cultures. their everyday lives to solve issues throughout society. Children/students will participate in learning experiences that will give them opportunities to: observe growth and changes in living things examine how living things have Children/students will participate in learning experiences that will give them opportunities to: observe changes identify changes that occur in Earth and space sciences through the conceptual thread of space Through the context chosen for the unit in a given year children/students will: recognise that asking questions and making observations are an important part of exploring and investigating the things and places around us appreciate that science involves gathering data to explain phenomena and that this process is advanced by new technologies explore how science knowledge changes as new evidence becomes available recognise the contributions to science by people from different cultures. Children/students will participate in learning experiences that will give them opportunities to: observe changes in the sky and landscape Revise and consolidate concepts from: previous terms previous year previous contexts. Physical sciences through the conceptual thread of energy Through the context chosen for the unit in a given year children/students will: recognise that asking questions and making observations are an important part of exploring energy in their everyday lives appreciate that science involves making predictions, collecting data, identifying and analysing patterns about 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 explore how science knowledge helps people to develop sustainable practices examine how scientific understandings, discoveries and inventions are used to solve energy issues throughout 13

14 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). 14

15 Prep to Year 7 Science Year B Overview Term overview Term 1 Term 2 Term 3 Term 4 Primary 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 Connections program resources to be adapted for use Teaching and Learning Localised contexts Watch it Grow! descriptors from Prep, Y1 and Y3. Desert survivors descriptors from Y4, Y6 and Y7. 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 Spot the difference descriptors from Prep, Y2 and Y3. Package it better descriptors from Y5, Y6 and Y7. Schools should consider their local area as a source of contexts, e.g. a local problem situation or issue. Towards a sustainable future moving away from fossil fuels Weather in my world descriptors from Y1, Y2, Y3 Earthquake explorers descriptors from Y4, Y5 and Y7 Schools should consider their local area as a source of contexts, e.g. a local problem situation 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 On the move descriptors from Y1, Y2 and Y3. Smooth moves descriptors from Y5, Y6 and Y7 Schools should consider their local area as a source of contexts, e.g. a local problem situation or issue. Kitchen chemistry How does water cycle? All mixed up and getting separated 15

16 Teaching and Learning Develop assessment Prep to Year 7 Science Year B Overview Aboriginal and Torres Strait Islander perspectives General capabilities and crosscurriculum priorities Key to general capabilities and crosscurriculum priorities Assessment generic possibilities 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. Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: 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 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. 16

17 Develop assessment Prep to Year 7 Science Year B Overview Assessment generic possibilities 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 2-7 Written: Collection of work 2-7 Written: Collection of work 2-7 Written: Collection of work observations observations observations observations graphs and tables graphs and tables graphs and tables graphs and tables labelled and annotated labelled and labelled and labelled and diagrams annotated diagrams annotated diagrams annotated diagrams written explanations written explanations written explanations written explanations science journal entries science journal entries science journal entries science journal entries annotated concept annotated concept annotated concept annotated concept maps and flowcharts. maps and flowcharts. maps and flowcharts. maps and flowcharts. 9 Multimodal: Presentation Examples could include: 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 Examples could include: 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. 8 Written: Non-experimental investigation Examples could include: 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. Examples could include: separating a mixture exploring how everyday chemical and/or physical changes can be stopped, sped up and slowed down. 17

18 Prep to Year 7 Science Year B Specific Assessment Opportunities Overview Biological sciences through the conceptual thread of form and feature Chemical sciences through the conceptual thread of change Earth and space sciences through the conceptual thread of space Physical sciences through the conceptual thread of energy 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 Watch it grow Desert Survivors Spot the difference Package it better Weather in my world Earthquake explorers On the move Smooth moves Develop assessment Relevant Australian Curriculum Assessment Work Samples Relevant C2C assessment tasks 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 Make judgements & use feedback 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 develop tasks and plan units. Teachers take opportunities to informally discuss children s/students development of skills and knowledge as the term progresses. Teachers develop tasks and plan units. Teachers select representative folios of child/student work and meet to ensure consistency of judgments before marking tasks. 18

19 Teaching and learning Prep to Year 7 Science Year C Overview Term overview Term 1 Term 2 Term 3 Term 4 Revision Prep to Year 7 Revise and consolidate concepts from: previous terms previous year previous contexts. Revise and consolidate concepts from: previous terms previous year previous contexts. Revise and consolidate concepts from: previous terms previous year previous contexts. 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 form and feature Through the context chosen for the unit in a given year children/students will: recognise that asking questions and making observations are an important part of exploring the natural world appreciate that to understand 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 recognise the contributions to science by people from different cultures. Children/students will participate in learning experiences that will give them opportunities to: observe growth and changes in living things Chemical sciences through the conceptual thread of change Through the context chosen for the unit in a given year children/students will: recognise that asking questions and making observations are an important part of exploring and investigating matter appreciate that science involves making predictions, collecting data, identifying and analysing patterns about change in materials and that this influences the use and application of the materials across various areas of human activity investigate and explore w the science of changes to matter is used in their everyday lives to solve issues throughout society. Children/students will participate in learning experiences that will give them opportunities to: observe changes Earth and space sciences through the conceptual thread of space Through the context chosen for the unit in a given year children/students will: recognise that asking questions and making observations are an important part of exploring and investigating the things and places around us appreciate that science involves gathering data to explain phenomena and that this process is advanced by new technologies explore how science knowledge changes as new evidence becomes available recognise the contributions to science by people from different cultures. Children/students will participate in learning experiences that will give them opportunities to: observe changes in the sky and Revise and consolidate concepts from: previous terms previous year previous contexts. Physical sciences through the conceptual thread of energy Through the context chosen for the unit in a given year children/students will: recognise that asking questions and making observations are an important part of exploring energy in their everyday lives appreciate that science involves making predictions, collecting data, identifying and analysing patterns about 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 explore how science knowledge helps people to develop sustainable practices examine how scientific understandings, discoveries and inventions are used to solve energy issues throughout 19

20 examine how living things have 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. identify changes that occur in 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. landscape 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). 20

21 Prep to Year 7 Science Year C Overview 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 Teaching and learning Localised contexts Staying Alive descriptors from Y1, Y2 and Y3. Marvellous Microorganisms descriptors from Y4, Y5 and Y7 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 All mixed up descriptors from Prep, Y1 and Y3. What's the matter? descriptors from Y4, Y6 and Y7 Schools should consider their local area as a source of contexts, e.g. a local problem situation or issue. Towards a sustainable future moving away from fossil fuels Water works descriptors from Prep, Y1 and Y3. Beneath our feet descriptors from Y5, Y6 and Y7 Schools should consider their local area as a source of contexts, e.g. a local problem situation 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 Heating up descriptors from Prep, Y1 and Y2 Light shows descriptors from Y4, Y6 and Y7 Schools should consider their local area as a source of contexts, e.g. a local problem situation or issue. Kitchen chemistry How does water cycle? All mixed up and getting separated 21

22 Teaching and learning Develop assessment Prep to Year 7 Science Year C Overview Prep Year 7 Term 1 Term 2 Term 3 Term 4 Aboriginal and Torres Strait Islander perspectives General capabilities and crosscurriculum priorities Key to general capabilities and crosscurriculum priorities Assessment generic possibilities 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. Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: 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 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. Oppo 22

23 Develop assessment Prep to Year 7 Science Year C Overview Assessment generic possibilities Term 1 Term 2 Term 3 Term Written: Collection of work observations graphs and tables labelled and annotated diagrams written explanations science journal entries annotated concept maps and flowcharts. 9 Multimodal: Presentation Examples could include: 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. 2-7 Written: Collection of work observations graphs and tables labelled and annotated diagrams written explanations science journal entries annotated concept maps and flowcharts reports. 9 Multimodal: Model and presentation Examples could include: 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. 2-7 Written: Collection of work observations graphs and tables labelled and annotated diagrams written explanations science journal entries annotated concept maps and flowcharts. 8 Written: Non-experimental investigation Examples could include: 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. 2-7 Written: Collection of work observations graphs and tables labelled and annotated diagrams written explanations science journal entries annotated concept maps and flowcharts reports. 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. Examples could include: separating a mixture exploring how everyday chemical and/or physical changes can be stopped, sped up and slowed down. 23

24 Prep to Year 7 Science Year C Specific Assessment Opportunities Overview Biological sciences through the conceptual thread of form and feature Chemical sciences through the conceptual thread of change Earth and space sciences through the conceptual thread of space Physical sciences through the conceptual thread of energy 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 Staying alive Marvellous Micoorganisms All mixed up What s the Matter? Water works Beneath our feet Heating up Light Shows Develop assessment Relevant Australian Curriculum Assessment Work Samples Relevant C2C assessment tasks 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? 24

25 Make judgements & use feedback 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 develop tasks and plan units. Teachers take opportunities to informally discuss children s/students development of skills and knowledge as the term progresses. Teachers develop tasks and plan units. Teachers select representative folios of child/student work and meet to ensure consistency of judgments before marking tasks. 25

26 Teaching and learning Prep to Year 7 Science Year D Overview Term overview Term 1 Term 2 Term 3 Term 4 Revision Prep to Year 7 Revise and consolidate concepts from: previous terms previous year previous contexts. Revise and consolidate concepts from: previous terms previous year previous contexts. Revise and consolidate concepts from: previous terms previous year previous contexts. 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 form and feature Through the context chosen for the unit in a given year children/students will: recognise that asking questions and making observations are an important part of exploring the natural world appreciate that to understand 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 recognise the contributions to science by people from different cultures. Children/students will participate in learning experiences that will give them opportunities to: observe growth and changes in living things Chemical sciences through the conceptual thread of change Through the context chosen for the unit in a given year children/students will: recognise that asking questions and making observations are an important part of exploring and investigating matter appreciate that science involves making predictions, collecting data, identifying and analysing patterns about change in materials and that this influences the use and application of the materials across various areas of human activity investigate and explore w the science of changes to matter is used in their everyday lives to solve issues throughout society. Children/students will participate in learning experiences that will give them opportunities to: observe changes Earth and space sciences through the conceptual thread of space Through the context chosen for the unit in a given year children/students will: recognise that asking questions and making observations are an important part of exploring and investigating the things and places around us appreciate that science involves gathering data to explain phenomena and that this process is advanced by new technologies explore how science knowledge changes as new evidence becomes available recognise the contributions to science by people from different cultures. Children/students will participate in learning experiences that will give them opportunities to: observe changes in the sky and Revise and consolidate concepts from: previous terms previous year previous contexts. Physical sciences through the conceptual thread of energy Through the context chosen for the unit in a given year children/students will: recognise that asking questions and making observations are an important part of exploring energy in their everyday lives appreciate that science involves making predictions, collecting data, identifying and analysing patterns about 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 explore how science knowledge helps people to develop sustainable practices examine how scientific understandings, discoveries and inventions 26

27 examine how living things have 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. identify changes that occur in 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. landscape 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. are used to solve energy issues throughout 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). 27

28 Prep to Year 7 Science Year D Overview Primary Connections program resources to be adapted for use Term 1 Term 2 Term 3 Term 4 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 Teaching and learning Localised contexts Schoolyard Safari descriptors from Prep, Y2 and Y3. Friends and foes descriptors from Y5, Y6 and Y7 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 Melting moments descriptors from Prep, Y1 and Y2. Material world descriptors from Y5, Y6 and Y7 Schools should consider their local area as a source of contexts, e.g. a local problem situation or issue. Towards a sustainable future moving away from fossil fuels Night and Day descriptors from Prep, Y1 and Y2. No Primary Connections Unit available Schools should consider their local area as a source of contexts, e.g. a local problem situation 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 Look! Listen! descriptors from Prep, Y2 and Y3 It s electrifying descriptors from Y4, Y5 and Y7 Schools should consider their local area as a source of contexts, e.g. a local problem situation or issue. Kitchen chemistry How does water cycle? All mixed up and getting separated 28

29 Teaching and learning Develop assessment Prep to Year 7 Science Year D Overview Aboriginal and Torres Strait Islander perspectives General capabilities and crosscurriculum priorities Key to general capabilities and crosscurriculum priorities Assessment generic possibilities 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. Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: 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 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. 29

30 Develop assessment Prep to Year 7 Science Year D Overview Assessment generic possibilities 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 2-7 Written: Collection of work 2-7 Written: Collection of work 2-7 Written: Collection of work observations observations observations observations graphs and tables graphs and tables graphs and tables graphs and tables labelled and annotated labelled and labelled and annotated labelled and annotated diagrams annotated diagrams diagrams diagrams written explanations written explanations written explanations written explanations science journal entries science journal science journal entries science journal entries annotated concept entries annotated concept annotated concept maps and flowcharts. annotated concept maps and flowcharts. maps and flowcharts maps and flowcharts reports. reports. 9 Multimodal: Presentation Examples could include: 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 Examples could include: 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. 8 Written: Non-experimental investigation Examples could include: 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. Examples could include: separating a mixture exploring how everyday chemical and/or physical changes can be stopped, sped up and slowed down. 30

31 Prep to Year 7 Science Year D Specific Assessment Opportunities Overview Biological sciences through the conceptual thread of form and feature Chemical sciences through the conceptual thread of change Earth and space sciences through the conceptual thread of space Physical sciences through the conceptual thread of energy 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 Schoolyard Safari Friends and foes Melting moments Material world Night and day No Primary Connections Unit yet available Look! Listen! It s electrifying! Develop assessment Relevant Australian Curriculum Assessment Work Samples Relevant C2C assessment tasks 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 No Primary Connections Unit yet available Yr1WS1 Report Seeing the light Yr1WS3 Investigation Comparing sounds Yr6WS1 Investigation report Designing an electrical switch Make judgements 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 develop tasks and plan units. Teachers take opportunities to informally discuss children s/students development of skills and knowledge as the term progresses. Teachers develop tasks and plan units. Teachers select representative folios of child/student work and meet to ensure consistency of judgments before marking tasks. 31

32 Prep to Year 7 SCIENCE & SUSTAINABILITY YEAR A 2013 (highlight as you go) Term overview Term One Term TWO Term Three Term Four 2013 YEAR A Prep to Year 7 Biological sciences through the conceptual thread of diversity and interdependency Chemical sciences through the conceptual thread of properties and structure Earth and space sciences through the conceptual thread of earth Physical sciences through the conceptual thread of forces YEAR A 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 YEAR A Australian Curriculum Sustainability Relevant Organising Ideas Feathers, fur or leaves? from Prep, Y1 and Y2. Systems OI.1 The biosp 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. Plants in Action descriptors from Y5, Y6 and Y7 Systems OI.1 The biosp 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. 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 What s it made of? descriptors from Y1, Y2 and Y3. Change Detectives descriptors from Y4, Y5 and Y7 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 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 Up, down and all around descriptors from Prep, Y2 and Y3. Systems OI.1 The biosp 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. Earth s place in Space descriptors from Y4, Y6 and Y7 Push-pull descriptors from Prep, Y1 and Y3 Essential energy descriptors from Y4, Y5 and Y7 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 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 32

33 levels, and are linked to individual and community actions for sustainability. 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 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. OI. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. 33

34 Prep to Year 7 SCIENCE & SUSTAINABILITY YEAR A 2013 (highlight as you go) Term overview Term One Term TWO Term Three Term Four 2013 YEAR A Prep to Year 7 Biological sciences through the conceptual thread of diversity and interdependency Chemical sciences through the conceptual thread of properties and structure Earth and space sciences through the conceptual thread of earth Physical sciences through the conceptual 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. Relationships between 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 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. Relationships between 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. Transport Social & environmental costs & impacts of common power sources used for transport 34

35 Prep to Year 7 SCIENCE & SUSTAINABILITY YEAR B 2014 (highlight as you go) 2014 YEAR B Prep to Year 7 YEAR B Primary Connections program resources to be adapted for use Biological sciences through the conceptual thread of form and feature Chemical sciences through the conceptual thread of change Earth and space sciences through the conceptual thread of space Physical sciences through the conceptual thread of energy 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 Australian Curriculum Sustainability Relevant Organising Ideas Watch it Grow! descriptors from Prep, Y1 and Y3. Systems OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. Desert survivors descriptors from Y4, Y6 and Y7. Systems OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. 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 levels, and are linked to individual and community actions for sustainability. Futures Spot the difference descriptors from Prep, Y2 and Y3. Package it better descriptors from Y5, Y6 and Y7. 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 levels, and are linked to individual and community actions for sustainability. Futures OI.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. Weather in my world descriptors from Y1, Y2, Y3 Systems OI.1 The biosp is a dynamic system providing conditions that sustain life on Earth. Earthquake explorers descriptors from Y4, Y5 and Y7 Systems OI.1 The biosp 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. OI.3 Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. World Views OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are On the move descriptors from Y1, Y2 and Y3. Smooth moves descriptors from Y5, Y6 and Y7 35

36 Sustainability Curriculum Framework (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) Adaptations, roles & relationships among fungi, plant & animal species & their physical environment in local gardens & natural ecosystems; food chains, food webs & cycles of energy & materials OI. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. Life cycles Subsystems that enable life & reproduction in living things, including support & movement, digestion, circulation, respiration, sensing & response, reproduction Ecosystems & local environments Adaptations, roles & relationships among fungi, plant & animal species & their physical environment in local gardens & natural ecosystems; food chanins, food webs & cycles of energy & materials 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. Economic systems and costs Relationships between lifestyle decisions and their economic and environmental costs. Relationships between wealth, consumption and ecological footprint. Materials and production Processing of common materials from source and the effects of their extraction and use. Renewable and nonrenewable 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 essential for achieving sustainability. OI.5 World views are formed by experiences at personal, local, national and global 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 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. OI. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. 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) Change in living systems Techniques for investigating, assessing & describing physical environmental features Ways of monitoring trends in the health of ecosystems & reasons for changes in ecosystem 36

37 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 & subsystems 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 37

38 Prep to Year 7 SCIENCE & SUSTAINABILITY YEAR C 2015 (highlight as you go) 2015 YEAR C Prep to Year 7 Primary Connections program resources to be adapted for use Biological sciences through the conceptual thread of form and feature Chemical sciences through the conceptual thread of change Earth and space sciences through the conceptual thread of space Physical sciences through the conceptual thread of energy 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 Australian Curriculum Sustainability Relevant Organising Ideas Staying Alive from Y1, Y2 and Y3. Systems OI.1 The biosp is a dynamic system providing conditions that sustain life on 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 levels, and are linked to individual and community actions for sustainability. Marvellous Microorganisms from Y4, Y5 and Y7 Systems OI.1 The biosp 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. 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 levels, and are linked to individual and community actions for sustainability. Futures OI.6 The sustainability of All mixed up from Prep, Y1 and Y3. What's the matter? from Y4, Y6 and Y7 Water works from Prep, Y1 and Y3. Systems OI.3 Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. 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 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 Beneath our feet from Y5, Y6 and Y7 Systems OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. OI.3 Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. 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 levels, and are linked to individual and community actions for sustainability. Futures Heating up COMING SOON from Prep, Y1 and Y2 Light shows from Y4, Y6 and Y7 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 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 and fairness across generations into the future. OI.7 Actions for a more sustainable future reflect values of care, respect and 38

39 Sustainability Curriculum Framework (DEWHA 2010) 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 to meet people s needs Agriculture & food Processes & requirements for growing plants & raising animals ecological, social and economic systems is achieved through informed individual and community action that values local and global equity 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. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. Ecosystems & local environments Adaptations, roles and relationships among fungi, plant and animal species and their physical environment in local gardens and natural ecosystems; food chains, food 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. Change in living systems Techniques for investigating, assessing and describing physical environmental features. Ways of monitoring trends in the health of ecosystems and reasons for changes in ecosystem health. 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. OI. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. 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) Processing of common materials from source and the effects of their extraction and use. Renewable and nonrenewable nature of resources including marine, forest and mineral resources. Systems for waste avoidance, minimisation, re-use and recycling. Local and remote, social and environmental impacts of the processing and use of common materials. OI. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. Ecosystems & local environments Features of local terrestrial & aquatic environments, their change over time & indicators of the state of their health Change in living systems Techniques for investigating, assessing & describing physical environmental features Weather & climate Systems put in place to manage weather & extreme weather events 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. Solar systems & energy Sources of energy including renewable & nonrenewable & 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 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. Relationships between wealth, consumption & ecological footprint. 39

40 Prep to Year 7 SCIENCE & SUSTAINABILITY YEAR D 2016 (highlight as you go) 2016 YEAR D Prep to Year 7 Primary Connections program resources to be adapted for use Biological sciences through the conceptual thread of form and feature Chemical sciences through the conceptual thread of change Earth and space sciences through the conceptual thread of space Physical sciences through the conceptual thread of energy 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 Australian Curriculum Sustainability Relevant Organising Ideas Schoolyard Safari from Prep, Y2 and Y3. Systems OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. Futures OI. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. Friends and foes COMING SOON from Y5, Y6 and Y7 Systems OI.1 The biosp 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. 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 levels, and are linked to individual and community actions for sustainability. Futures OI. 9 Sustainable futures Melting moments from Prep, Y1 and Y2. Material world from Y5, Y6 and Y7 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 levels, and are linked to individual and community actions for sustainability. Futures 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 Night and Day COMING SOON from Prep, Y1 and Y2. No Primary Connections Unit available Look! Listen! from Prep, Y2 and Y3 It s electrifying from Y4, Y5 and Y7 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 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 and fairness across generations into the future. OI.7 Actions for a more sustainable future reflect values of care, respect and 40