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Tbe Tasmanlan Currlculum

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K10 syllabus ano support materlals




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Sc|ence educot|on o|ms to copture ond expond thot ch||d||ke sense of wonder, to deve|op |nterested, |nformed ond
quest|on|ng odu|ts.





















Department ot Loucatlon

























Department ot Loucatlon Tasmanla, October 2007

Tbls oocument can be oownloaoeo trom
bttp://www.ecentre.eoucatlon.tas.gov.au/sltes/currlculum/sclence/oetault.asp (tor DoL users)
or
bttp://www.eoucatlon.tas.gov.au/scbool/eoucators/currlculum/tasmanlan-currlculum

Contents

|ntroouctlon
Sclence ano sclence eoucatlon 1
values, purposes ano goals ot tbe Tasmanlan Currlculum 3
Lltelong learnlng ano tbe Sclence currlculum area 3
Natlonal Stotements of Leorn|ng for Sc|ence 4
Stuoylng Sclence ln Years 11 ano 12 4
Sclence Pertormance crlterla 4
|ntormatlon ano communlcatlon tecbnologles (|CT) ln Sclence 4
Tblnklng ano sclentltlc lnqulry ln tbe Sclence currlculum 5
Llteracy ln tbe Sclence currlculum 5
Numeracy ln tbe Sclence currlculum 5
Sclence stranos 6
Teacblng tor learnlng 8
Learnlng, teacblng ano assessment prlnclples 9
Assessment prlnclples ano practlce 10
Opportunltles to learn ano year levels 11
Developlng a scbool Sclence scope ano sequence 12
Organlsatlon ot tbe Sclence currlculum oocument 12
Sclence currlculum layout ano termlnology 13

Stanoaro one Sclence
Overvlew by pertormance crlterla 16
Learnlng opportunltles by strano 18

Stanoaro two Sclence
Overvlew by pertormance crlterla 34
Learnlng opportunltles by strano 36

Stanoaro tbree Sclence
Overvlew by pertormance crlterla 52
Learnlng opportunltles by strano 54

Stanoaro tour Sclence
Overvlew by pertormance crlterla 70
Learnlng opportunltles by strano 72

Stanoaro tlve Sclence
Overvlew by pertormance crlterla 88
Learnlng opportunltles by strano 90

Assessment evloence guloe 104
Glossary ot terms 129
Sclence teacblng ano learnlng resources 132



1

Sclence ano sclence eoucatlon
Sclentltlc knowleoge ano progress
Sclence systematlcally questlons, lnvestlgates, preolcts ano eplalns events ln tbe unlverse. |t uses loglcal
processes, baseo on observatlon, eperlmentatlon ano mooelllng, to gatber evloence ano oevelop
eplanatlons. Tbese eplanatlons are rlgorously peer revleweo, resultlng ln sclentltlc knowleoge - an
accepteo, robust ano sounoly establlsbeo booy ot processes, prlnclples ano tacts.
Sclentltlc knowleoge ls a contlnually ano raploly epanolng set ot eplanatlons oevelopeo by
communltles ot sclentlsts to account tor observeo pbenomena. Sclentlsts assume tbat tbe unlverse ls
knowable - tbat lt operates ln ways tbey can olscover ano unoerstano ano tbey set out to collect ano
evaluate evloence ln oroer to olscover patterns tbat elst.
Humans are curlous about tbe unlverse ano tbe pbenomena tbat tbey encounter wltbln lt. Tbey
contlnually look tor reasons wby tblngs are so ano seek ratlonal eplanatlons about bow tblngs work or
wby tbey bappen. |n our everyoay llves, people engage wltb aspects ot tbe sclentltlc process as tbey
searcb tor solutlons to problems ano seek to epano tbelr unoerstanolng ot tbe worlo.
Wblle some sclentltlc knowleoge bas bullt up slowly over tlme, some bas been tbe result ot new
olscoverles tbat leao to oramatlc cbange ln unoerstanolng. Current sclentltlc knowleoge bas lts orlglns ln
many oltterent cultures ano perloos ot blstory. |t can never be truly value tree ano ls lntluenceo by
tactors tbat lncluoe socletal prlorltles, culture, etblcs, economlcs ano polltlcs.
Sclentltlc progress ls tbe result ot botb loglcal, systematlc work ano creatlve lnslgbt, guloeo by a respect
tor evloence. Serenolplty, creatlve leaps ot tbe lmaglnatlon, lnsplreo buncbes ano guesses all play a part
ln aovanclng sclentltlc unoerstanolng. Tbere are slgnltlcant benetlts, but also lssues ano etblcal cballenges
assoclateo wltb sclentltlc progress ano oevelopments, ano tbese can lmpact, botb posltlvely ano
negatlvely, on people, ano on tbe natural worlo.

Sclentltlc llteracy
Tbe oevelopment ot sclentltlc llteracy ln all stuoents ls tbe major goal ot sclence eoucatlon. Sclentltlcally
llterate cltlzens can make lntormeo ano etblcal oeclslons about tbe role ot sclence ano tecbnology ln
sbaplng tbelr llves, tbe prlorltles ano olrectlons ot tbelr soclety ano tbe tuture ot tbe worlo. Sclentltlcally
llterate people unoerstano ano are lnteresteo ln tbe worlo arouno tbem ano contrlbute to lntormeo
oebate on lssues sucb as genetlc englneerlng, energy use ano proouctlon, nutrltlon ano sustalnablllty.
Tbrougb stuoylng sclence, stuoents learn to tblnk ratlonally ano loglcally ano artlculate tbelr loeas. Tbey
learn to appreclate tbe neeo to tblnk ln terms ot systems, ano unoerstano lnteroepenoencles ano
consequences ot actlons. As tbelr sclentltlc llteracy oevelops, stuoents come to tblnk oeeply ano
crltlcally about clalms tbat are maoe ano tbelr lmpllcatlons. Tbey engage ln olscusslons about lssues tbat
lnvolve sclentltlc unoerstanolng, oevelop a bealtby lntellectual sceptlclsm ano learn to appreclate tbat a
varlety ot perspectlves can elst on any glven lssue or event.
2

Learnlng tbrougb tbe stuoy ot sclence
Stuoylng sclence stlmulates stuoents' natural curloslty ano sense ot wonoer about tbelr worlo, as tbey
partlclpate ln eperlences tbat enable tbem to eplore, preolct, clarlty tbelr loeas, ask questlons, test
eplanatlons ano conouct tbelr own researcb. Tbey come to appreclate tbe compleltles ot tbe worlo
as tbey compare tbelr current loeas ano bellets wltb tbose ot sclentlsts, ano construct new
unoerstanolng baseo on sclentltlc tblnklng. Tbey learn tbat sclentlsts work ln many oltterent ways,
lncluolng eperlmental, ecologlcal stuoles, computer mooelllng ano slmulatlons, tbougbt eperlments
(sucb as tbe work ot Llnsteln) ano eploemlologlcal stuoles (e.g. Menzles Centre researcb).
Partlclpatlng ln sclence oevelops openness to new loeas, lntellectual bonesty ano skllls ln crltlcally
evaluatlng oata ano preparlng persuaslve arguments. As stuoents conouct sclentltlc lnqulrles, tbey learn
to questlon, problem solve, oraw loglcal, evloence baseo concluslons, artlculate loeas ano work ln ways
tbat are etblcal, talr ano respecttul. Tbey work lnolvloually ano ln teams, engaglng ln crltlcal ano creatlve
tblnklng to solve problems ano clarlty loeas.
Stuoents learn to appreclate tbat sclentltlc knowleoge contlnues to grow, tbat tbey can be partlclpants
ln lts aovancement, ano tbat tbey are bouno by lts cooes ano practlces bonesty, etblcs, rlgour ano
openness to revlew by otbers. Stuoylng sclence teacbes stuoents tbe lmportance ot preclslon, rlgour
ano a regaro tor evloence but also sbows tbem tbe lmportance ot creatlve ano lnsplreo tblnklng.
Stuoylng sclence enables stuoents to unoerstano lts cultural slgnltlcance ano trace lts worlowloe
oevelopment. Tbey encounter tbe personalltles, beroes, vlllalns ano cbaracters ot sclence, comlng to
appreclate tbat men ano women trom olverse cultures ano tlmes, lncluolng contemporary Australla,
bave contrlbuteo to current sclentltlc unoerstanolng.
Tbere are many opportunltles ano a neeo tor stuoents to use llteracy, numeracy, tblnklng ano |CT skllls
ln sclence actlvltles. Teacbers bave reporteo tbat some stuoents, partlcularly boys, can sbow greater
oevelopment ot llteracy skllls wben tbey are uslng tbem ln tbe contet ot sclence.

Sclence ano tecbnology
Sclence ano tecbnology are strongly connecteo - mucb sclentltlc knowleoge ls orlven ano maoe posslble
by tecbnologlcal aovances ano an unoerstanolng ot sclence contrlbutes to tecbnologlcal aovancement.
Sclentltlc researcb ls not necessarlly olrectly concerneo wltb practlcal outcomes but appllcatlons ot
sclence otten belp to sbape tbe worlo. Tbey bave transtormeo buman elstence tbrougb tecbnologlcal
aovances ln olverse areas, sucb as bealtb ano meolclne, communlcatlon tecbnologles ano tooo
proouctlon ano transport.
Stuoylng sclence leaos stuoents to unoerstano tbat wblle sclence values unoerstanolng tbe natural worlo
tor lts own sake, sclentlsts actlvely pursue solutlons to loentltleo problems, ano tecbnologlcal
appllcatlons ot sclentltlc knowleoge can olrectly lmpact on bumans, tbe envlronment ano tbe unlverse.
3

values, purposes ano goals ot tbe Tasmanlan Currlculum
Ltenslve communlty consultatlon ln Tasmanla bas leo to a set ot values, purposes ano goals tbat
provloe a tlrm tounoatlon tor provlolng stuoents wltb a quallty eoucatlon. How scbools enact tbese
values, purposes ano goals ls guloeo by olalogue between a scbool ano lts communlty. Tbey are seen ln
tbe scbool's currlculum programs, pbllosopby, classrooms ano relatlonsblps. Sclence programs provloe
a strong basls tor oeveloplng tbe values, purposes ano goals ot tbe Tasmanlan Currlculum.
values
Our values guloe oeclslons about currlculum ano support stuoents, teacbers, parents, carers ano tbe
communlty. Tbe values are:
connecteoness oeveloplng a sense ot communlty tbrougb trlenosblp, care, compasslon,
cooperatlon, acceptance, belonglng ano sbarlng
reslllence oeveloplng selt-contloence ano selt-respect, optlmlsm, perseverance ano wellbelng
acblevement attalnlng success, pursulng ecellence ano belng prouo ot personal acblevement
creatlvlty valulng orlglnal loeas ano oemonstratlng enterprlse ano lnnovatlon
lntegrlty actlng bonestly, etblcally ano conslstently
responslblllty acceptlng lnolvloual ano collectlve responslblllty ano contrlbutlng to sustalnable
communlty oevelopment
equlty oeveloplng tolerance, respectlng oltterence ano encouraglng olstlnctlveness.
Purposes
Our sbareo purpose ls tbat all Tasmanlan stuoents are learnlng to:
learn
llve tull, bealtby llves
relate, partlclpate ano care
act etblcally
create purposetul tutures
tblnk, know ano unoerstano.
Goals
Tbe lmportant goals&we bolo tor stuoents are ensurlng tbat tbey:
are able to reason, questlon, make oeclslons ano solve comple problems
are able to create, communlcate ano convey loeas clearly ano contloently
bave a posltlve vlslon tor tbemselves ano tbelr tuture
are well prepareo to partlclpate actlvely ln our oemocratlc communlty ano as global cltlzens
can unoerstano sclence ano tecbnology ano make tbougbttul oeclslons about tbelr appllcatlon.

Lltelong learnlng ano tbe Sclence currlculum area
Tbe Tasmanlan Currlculum ls oeslgneo to belp stuoents become lltelong learners. Lltelong learners are
lnqulrlng ano retlectlve tblnkers, ettectlve communlcators, selt-olrecteo ano etblcal people, responslble
cltlzens ano worlo contrlbutors.
Tbe Klnoergarten to Year 10 Sclence currlculum area provloes many opportunltles tor stuoents to
oevelop tbose attrlbutes.
4

Natlonal Stotements of Leorn|ng for Sc|ence
Tbe natlonal Stotements of Leorn|ng for Sc|ence loentlty tbe elements tbat are common ln all state ano
terrltory currlculum oocuments as well as wbat ls essentlal tor all stuoents to learn. Tbe core content
stranos, learnlng opportunltles, stanoaros ano stages ln tbe Tasmanlan Sclence syllabus lncorporate
olrectly, or retlect, tbe Stotements of Leorn|ng for Sc|ence. As tbe statements ot learnlng are embeooeo ln
tbls syllabus, teacbers uslng lt wlll be coverlng tbe requlrements tor natlonal conslstency ln currlculum
outcomes.
Tbe Stotements of Leorn|ng for Sc|ence oocument can be accesseo at:
bttp://www.mceetya.eou.au/verve/_resources/Sclence_SOL06.pot [accesseo 4 Aprll 2007]

Stuoylng Sclence ln Years 11 ano 12
Tbe Sclence currlculum prepares stuoents tor turtber stuoy ln sclence ln tbe senlor seconoary years.
Graoe ten stuoents wbo wlsb to stuoy Senlor Seconoary 5C (or equlvalent) sclence subjects ourlng
Year 11 benetlt greatly trom bavlng unoertaken etenslon sclence subjects "'%"())$%*+, wltb
acblevlng stage tltteen ourlng tbe K10 years.
Stuoents wbo acbleve tbe upper stages ot stanoaro tlve sboulo be capable ot successtul stuoy ot Pbyslcal
Sclences Senlor Seconoary 5C, 8lology Senlor Seconoary 5C, Lnvlronmental Sclence Senlor Seconoary
5C or Sclence ot Natural Resources Senlor Seconoary 5C (or tbelr equlvalents) ourlng Year 11 or 12.

Sclence Pertormance crlterla
Tbe Sclence pertormance crlterla are loentlcal to tbe strano names. Tbe pertormance crlterla are tbe
core assessable aspects ot learnlng. Tbe tables ln tbe booy ot tbls syllabus oocument oescrlbe tbe
pertormance crlterla across tltteen stages. Sclence as a booy ot knowleoge ls consloereo by lts
substranos. Tbe tour Sclence pertormance crlterla are:
1. Sclence as a buman enoeavour
2. Sclentltlc lnqulry
3. Sclentltlc communlcatlon
4. Sclence as a booy ot knowleoge.
Tbe Sclence currlculum oocument lncluoes eamples ot actlvltles tbat mlgbt be useo at eacb stanoaro to
oevelop unoerstanolng arouno eacb pertormance crlterlon. Tbese actlvltles are organlseo by maln loea,
but teacbers sboulo bear ln mlno tbat tbe lntent ls tbat learnlng sboulo be lntegrateo across stranos.

Cross-currlcular perspectlves
|ntormatlon ano communlcatlon tecbnologles (|CT) ln Sclence
|n sclence, stuoents use |CT to acqulre, evaluate, recoro, manlpulate, lntegrate ano communlcate oata
ano lntormatlon. Tbey collect tbls oata ano lntormatlon ourlng tbelr own lnvestlgatlons or lnqulrles ano
also access tbem ln sclentltlc or otber tets. |CT asslsts stuoents to collaborate ano communlcate ln
local ano global sclentltlc communltles.
5

Stuoents learn about ano use |CT ln sclence to oevelop tbelr skllls ot problem solvlng, communlcatlng
ano reasonlng. Tbey loentlty oata ano lntormatlon neeos ano use |CT to locate ano access oata ano
lntormatlon. Tbey use tbe power ot |CT to organlse, manlpulate ano transtorm oata ano lntormatlon,
ano oevelop tbelr own lnterpretatlons ano unoerstanolngs. Tbey eamlne ano evaluate tbelr tlnolngs ano
bypotbeses ano tbelr orlglnal oata ano lntormatlon tor vallolty, accuracy, autbentlclty ano blas. Tbey
create ano communlcate tbelr tlnolngs ano unoerstanolngs uslng |CT.
A number ot eamples ot uslng |CT are lncluoeo ln tbe somp|e |eorn|ng oct|v|t|es ln tbe oltterent sclence
stranos. Many ot tbe uses ot |CT oescrlbeo at stanoaro level ln tbe Lngllsb-llteracy ano Matbematlcs-
numeracy oocuments apply equally ln tbe contet ot Sclence.
Tblnklng ano sclentltlc lnqulry ln tbe Sclence currlculum
Sclentltlc lnqulry ls an lntegral part ot tbe Sclence currlculum. |t encourages stuoents to pose questlons,
plan ano conouct lnvestlgatlons, collect ano analyse evloence ano communlcate tbelr tlnolngs. |t ls also
concerneo wltb evaluatlng lnvestlgatlons ano clalms ano orawlng vallo concluslons. Sclentltlc lnqulry
recognlses tbat sclentltlc eplanatlons can cbange as new or oltterent evloence becomes avallable.
Wbllst talr testlng ano controlleo eperlments are empbaslseo ln many sclentltlc lnqulrles, stuoents
sboulo also eperlence otber torms ot lnolvloual ano collaboratlve lnvestlgatlon sucb as tlelo work, tbe
use ot mooels ano slmulatlons, eamlnatlon ot secono-bano oata or lntormatlon researcb.
Llteracy ln tbe Sclence currlculum
Stuoy ano partlclpatlon ln sclence provloes stuoents wltb many opportunltles to oevelop tbelr llteracy
skllls. Stuoents learn ano apply approprlate language conventlons ano use sclence specltlc concepts ano
language to tblnk, communlcate, ano partlclpate. Stuoents use llteracy ln Sclence to oevelop tbelr
personal loentlty, epress tbemselves, learn to lnteract wltb otbers ano eamlne relatlonsblps ano
lssues tbrougb language. |t ls lmportant tbat teacbers use varleo tet torms, role-play, scenarlos, lnqulry
ano retlectlon to provloe stuoents wltb many opportunltles to unoerstano sclence.
Teacbers can use sclence eperlences to epllcltly asslst stuoents' llteracy oevelopment, tor eample,
by:
x asslstlng tbem to make meanlng trom tbe tet torms tbey encounter e.g. sclentltlc reports,
oocumentarles, newspaper artlcles
x mooelllng bow to construct oltterent tet torms e.g. tormal sclence report, Mlcrosott
PowerPo|nt, tlow cbart, column grapb
x olscusslng tbe uses ano purposes ot oltterent tet torms ano tbe aovantages ano olsaovantages
ot uslng partlcular tet torms tor sclence
x asslstlng stuoents to retlect on tbe ettectlveness ot tbelr selecteo communlcatlon metboos.
Numeracy ln tbe Sclence currlculum
Stuoy ano partlclpatlon ln Sclence provloes stuoents wltb many tocuseo opportunltles to oevelop
numeracy skllls. As stuoents learn to tblnk, communlcate ano partlclpate ln sclence, tbey are oeveloplng
numeracy unoerstanolng, knowleoge ano skllls. Tbls belps tbem to become contloent problems solvers,
crltlcal tblnkers, ettectlve communlcators, lltelong learners ano actlve partlclpants ln Australlan soclety.
Stuoents use numeracy ln sclence to measure, calculate, grapb, mooel, create ano lnterpret oata
lncluolng statlstlcs, problem solve ano make lnterences ln relatlon to tbe systems tbat operate ln tbe
natural ano constructeo worlo, lncluolng cbanges ln tbe envlronment, ano tbe long term tuture ot tbe
planet.
6

Sclence stranos
Tbe content, processes, skllls ano concepts ot tbe Sclence currlculum are organlseo lnto tour stranos,
Sclence as a buman enoeavour, Sclentltlc lnqulry, Sclentltlc communlcatlon ano Sclence as a booy ot
knowleoge. Tbese are oescrlbeo below. Tbe Sclence as a booy ot knowleoge strano ls olvloeo to tour
substranos. Tbe stranos (ano substranos) are lnterrelateo ano contaln slgnltlcant areas ot overlap. |t ls
not lntenoeo tbat tbey be taugbt separately.

|n tbe booy ot tbe oocument, eacb strano ano substrano ls consloereo tbrougb two or tbree maln loeas,
wblcb represent lmportant sclentltlc unoerstanolngs ano processes. |t ls not lntenoeo tbat eacb ot tbese
maln loeas be aooresseo separately.
1. Sclence as a buman enoeavour
Tbls strano recognlses tbat sclence ls a buman enoeavour wltb a olstlnctlve worlovlew tbat values
evloence ano loglcal argument, ano tbat past, present ano tuture sclentltlc researcb bas lmpllcatlons tor
soclety ano tbe envlronment. |t blgbllgbts tbe neeo tor oeclslon maklng baseo on sclentltlc evloence,
etblcal consloeratlons ano belng able to see system consequences, lncluolng tor sustalnablllty.
|t tocuses on tbe ways sclence lntluences soclety tbrougb lts way ot tblnklng ano worlovlew as well as
tbe way socletal cballenges or soclal prlorltles lntluence tbe oevelopment ot sclentltlc researcb. |t
acknowleoges tbat sclence bas aovanceo tbrougb tbe work ot oltterent people trom oltterent cultures
over tlme ano eplores bow sclentlsts tblnk ano work ln oltterent contets.
2. Sclentltlc lnqulry
Tbls strano tocuses on tbe way ln wblcb sclentlsts lnvestlgate ano eplaln tbe worlo. Stuoents use
sclentltlc lnqulry processes to make observatlons, wonoer wby, pose questlons, preolct, plan ano
conouct lnvestlgatlons, collect ano analyse evloence, evaluate, oraw vallo concluslons ano communlcate
tbelr tlnolngs. Tbey partlclpate ln lnvestlgatlons wblcb lncluoe talr testlng, controlleo eperlments,
tlelowork, mooels ano slmulatlons, ano eamlne elstlng oata ano lntormatlon. Tbey learn to
lncorporate creatlvlty, lnslgbt, lmaglnatlon ano buncbes lnto tbelr work ln a balanceo way.
Stuoents retlect on tbelr lnvestlgatlons by questlonlng ano evaluatlng oata, orawlng concluslons,
loentltylng problems tbat occurreo ano avenues tor turtber researcb, ano consloerlng tbe lmpllcatlons ot
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tbelr tlnolngs.&Tbey recognlse tbat sclentltlc eplanatlons may be revlseo as new or oltterent evloence ls
collecteo trom lnvestlgatlons.
Tbe lnvestlgatlons tbat stuoents partlclpate ln are lntormeo by, ano eplore tbe concepts outllneo ln,
tbe Sc|ence os o 5od, of know|edge strano.
3. Sclentltlc communlcatlon
Tbls strano recognlses tbat stuoents must acqulre, crltlcally eamlne ano communlcate sclentltlc
lntormatlon, ano use |CT approprlately. Stuoents use a varlety ot metboos to collect, manage, evaluate
ano present lntormatlon, wltb consloeratlon ot tbelr purposes ano auolence. Tbey unoerstano tbat
sclentltlc tets are constructeo trom partlcular vlewpolnts ano tor partlcular purposes.
Stuoents collect ano comprebeno lntormatlon trom wrltten, spoken ano vlsual tets (lncluolng
electronlc tets) ano tbelr own banos-on lnvestlgatlons. Tbey manlpulate lntormatlon lnto torms sucb as
tables, cbarts, olagrams, orawlngs, grapbs ano otber grapblc organlsers, uslng |CT wbere approprlate.
Tbey recoro ano present tbelr researcb ettectlvely ano approprlately, ln torms sucb as eperlmental log
books, tlelo notes, sclentltlc reports, posters, tecbnlcal reports, magazlne artlcles, letters, Mlcrosott
PowerPo|nt presentatlons, vloeos ano oebates agaln, maklng approprlate use ot |CT.
Stuoents unoerstano ano use sclentltlc termlnology, symbols ano conventlons. Tbey learn tbe
conventlon ot wrltlng tormal sclence reports ln tbe passlve volce ano past tense, but recognlse tbat tbls
ls not always tbe most approprlate tormat ln wblcb to present tbelr sclentltlc lntormatlon.
4. Sclence as a booy ot knowleoge
|n tbls strano, stuoents engage wltb tbe establlsbeo booy ot sclentltlc knowleoge, oeveloplng tbelr
unoerstanolng ot accepteo core sclentltlc processes, prlnclples, concepts, eplanatlons ano tbeorles
orawn trom across tbe olsclpllnes ot sclence. Tbey researcb ano reter to relevant concepts wben
plannlng, conouctlng ano evaluatlng sclentltlc lnvestlgatlons.
Tbere are tour knowleoge substranos: Lnergy ano torce, Matter, Llvlng tblngs ano Lartb ano space. |t ls
envlsageo tbat, ln practlce, many learnlng opportunltles wlll be lntegrateo across tbese substranos ano
embeooeo ln meanlngtul ano relevant contets tor learners. Tbls mlmlcs tbe way tbat real sclentltlc
researcb lncorporates cross-olsclpllne perspectlves ano lnput.
Lnergy ano torce
Stuoents eplore tbe ettects ot torces ln tbe worlo. Tbey consloer a varlety ot energy transters ano
transtormatlons as well as tbe consequences ot buman use ot energy resources.
Matter
Stuoents eplore tbe structure ano propertles ot a varlety ot materlals, togetber wltb tbe way ln wblcb
tbose materlals may cbange ano lnteract. Tbey consloer bow ano wby bumans use partlcular materlals
ano any consequences ot tbls use.
Llvlng tblngs
Stuoents consloer tbe structure, tunctlonlng ano olverslty ot llte on Lartb. Tbey look at tbe
lnteroepenoencles tbat elst ano tbe lmpact ano consequences ot buman actlvlty on tbose relatlonsblps.
Lartb ano space
Stuoents eplore tbe teatures ot tbe Lartb ano space ano tbe varlous cbanges tbat occur tbere. Tbey
loentlty bow llvlng tblngs, lncluolng bumans, rely on resources trom tbe Lartb ano space, ano consloer
tbe lmpact ano consequences ot tbls use.
8

Teacblng tor learnlng
Hlgb quallty teacblng bas a slgnltlcant lmpact on stuoent learnlng ano acblevement. Tbe retlneo Leorn|ng,
teoch|ng ond ossessment pr|nc|p|es provloe guloance tor teacblng ano assessment approacbes tbat place
tbe stuoent tlrmly at tbe centre ot tbe eoucatlonal process.
Lttectlve teacbers:
x oeeply unoerstano tbe content ano assessment requlrements ot tbe relevant currlculum areas
x bullo engaglng, sate ano cballenglng learnlng envlronments
x unoerstano tbe neeos ot learners ano know bow learnlng best occurs
x teacb tor unoerstanolng ano make connectlons across currlculum areas ano to llte
x bave blgb epectatlons ot stuoent acblevement
x epress clear values ano purposes tor eoucatlon ano learnlng
x oeslgn motlvatlng ano rewarolng learnlng eperlences
x bullo lnoepenoent learners
x epllcltly tocus on tblnklng skllls lncluolng lnqulry
x lnnovate ln tbelr classroom
x collaborate wltb tbelr peers
x crltlcally retlect on tbelr own practlce
x epllcltly teacb llteracy ano numeracy skllls
x use a broao range ot lncluslve teacblng strategles
x make learnlng relevant ano personal tor stuoents
x teacb ano learn beyono tbe classroom ano scbool
x use |CT ln tbelr teacblng, assessment ano protesslonal learnlng
x bullo ettectlve partnersblps wltb parents ano tbe scbool communlty
x use assessment to lmprove stuoent learnlng
x use networks tor learnlng, teacblng ano assesslng
x oemonstrate a personal commltment to ongolng protesslonal learnlng.

Learnlng ano teacblng are at tbe beart ot tbe currlculum. Tbey are most rewarolng wben tbe key tocus
ls on tbe stuoent acqulrlng tbe unoerstanolng, skllls ano attrlbutes neeoeo to acbleve tbelr lnolvloual
potentlal ano on tbem establlsblng a commltment to lltelong learnlng ano oevelop tultllllng career ano llte
patbways.
9

Learnlng, teacblng ano assessment prlnclples
Tbe learnlng, teacblng ano assessment prlnclples oetall key bellets about tbe role ot teacblng ano
assessment ln tbe Tasmanlan Currlculum.

-$.)%#%/& 0$."1#%/& 233$334$%*&
.makes meanlng ot tbe
worlo
.belps stuoents unoerstano by
acqulrlng knowleoge ano skllls
.tocuses on stuoents
oemonstratlng unoerstanolng ln a
range ot currlculum areas
.ls lnnate ano lltelong .ls baseo on blgb epectatlons ano
enjoyment ot learnlng
. lmproves learnlng ano
acblevement
.ls a personal process .recognlses lnolvloual oltterences,
ls lncluslve ano baseo on a broao
range ot teacblng strategles
.enables stuoents to selt-assess
ano negotlate crlterla ano
assessment tasks
.connects prlor knowleoge
ano eperlences to new
lntormatlon ano learnlng
.oetermlnes wbat stuoents know
ano connects to stuoents' llves ano
tutures
.lntormatlon ls baseo on vallo
processes ano useo to plan
ettectlve lnstructlon
.ls lntluenceo by soclal
lnteractlons
.bullos ettectlve relatlonsblps
between all tbose lnvolveo ln tbe
eoucatlonal process
.ls talr ano lncluslve ot
juogements trom stuoents, peers,
teacbers, parents, carers ano
otbers
.ls attecteo by emotlons .provloes a sate ano cballenglng
learnlng envlronment
.belps oevelop tbe wellbelng ot
all partners ln tbe learnlng ano
teacblng process
..ls lntluenceo by personal
loentlty ano motlvatlon
.bullos blgb epectatlons ano
contloence ln stuoents
.provloes tlmely, accurate ano
constructlve teeoback to stuoents
.oepenos on meanlngtul
lntormatlon ano eperlences
. lnvolves stuoents ln settlng goals
ano connectlng wbat ls taugbt to llte
ano turtber learnlng
.enables stuoents to be clear
about wbat ls belng assesseo ano
bow tbls connects to llte ano
turtber learnlng
.ls lmproveo wben stuoents
are aware ot bow tblnklng
ano learnlng occur
. tocuses on tblnklng skllls ln all
currlculum areas
.encourages stuoents to retlect
on tbelr learnlng lncluolng tblnklng
skllls
.enables stuoents to
oemonstrate tbelr
unoerstanolng ln new ways
. enables stuoents to apply tbelr
learnlng ln new ways
. tests stuoents' ablllty to apply
tbelr learnlng ln new ways

10

Assessment prlnclples ano practlce
Tbe maln purpose ot assessment ls to lmprove stuoent learnlng. Assessment ls an ongolng process ot
gatberlng ano uslng evloence ot stuoent acblevement.
Lttectlve assessment enables:
stuoents to better unoerstano tbelr progress towaros goals ano become more knowleogeable
ano selt-olrecteo ln tbelr learnlng
teacbers to make more lntormeo juogements about stuoent progress ano oeslgn more ettectlve
teacblng programs
parents ano carers to better unoerstano ano support stuoents' learnlng ano acblevement.
Lttectlve assessment empbaslses:
assessment tor learnlng teacbers uslng evloence ot stuoent progress to lntorm tbelr teacblng
assessment as learnlng stuoents retlectlng on ano evaluatlng tbelr progress to lntorm tuture
learnlng goals
assessment ot learnlng teacbers uslng evloence ot stuoent learnlng to make lnolvloual ano
collectlve juogements on stuoent acblevement agalnst specltlc currlculum goals ano stanoaros.
Assesslng Sclence
Tbe Sclence currlculum provloes teacbers wltb a broao range ot opportunltles tor stuoents to sbow
wbat tbey know ano can oo. Tbls enables stuoents to contrlbute olverse ano vallo evloence ot tbelr
learnlng.
Lttectlve assessment metboos lncluoe:
lntormal assessment stuoents ano teacbers maklng representatlve juogements about wbat
tbey bave learneo on a regular basls
tormal assessment tasks stuoents oemonstratlng acblevement agalnst epllclt crlterla tbat are
known prlor to unoertaklng a learnlng task
observatlons or anecootal recoros teacbers taklng lntormal notes wblle worklng wltb
stuoents
cbeckllsts teacbers oeveloplng a snapsbot ot stuoent knowleoge, skllls ano unoerstanolng
porttollos stuoents bullolng up caretully selecteo collectlons ot tbelr work over tlme
journals stuoents oocumentlng tbelr ongolng retlectlons about tbelr tblnklng ano
unoerstanolng
use ot |CT to belp make assesslng ano reportlng ettlclent.
On-balance juogement
Teacbers appralse evloence ot stuoent pertormances on oltterent aspects ot tbe Sclence currlculum
area. Lvloence ot stuoent progress ls recoroeo across tbe tour stranos. Tbe stranos are lnterrelateo ano
learnlng opportunltles lnvolve learnlng ln more tban one strano. Teacbers sboulo ensure tbat learnlng
opportunltles are provloeo ln all tour stranos. A tlnal oeclslon about stuoent acblevement ls maoe uslng
an on-balance juogement. An accurate on-balance juogement consloers:
tbe conslstency ot stuoent pertormance over a perloo ot tlme
clear lnolcatlons ot progress trom tlrst attempts to current pertormance
oemonstratlon ot knowleoge, processes ano skllls ln oltterent contets
tbe vallolty ot tbe assessment task ln relatlon to tbe lntenoeo outcomes
wbetber tbere ls evloence ot acblevement to asslgn a stanoaro ano stage
relatlve pertormance on slmllar tasks by peers
teacber retlectlon ano collaboratlon to lncrease conslstency ano vallolty ot juogement.
11

Opportunltles to learn ano year levels
Stages tor opportunltles to learn ano assessment ratlngs
Tbe Tasmanlan Currlculum eplalns tbe scope ano sequence ot learnlng opportunltles tor stuoents as tbey
progress trom Klnoergarten to Year 10.
Stanoaro Stanoaro 1 Stanoaro 2 Stanoaro 3 Stanoaro 4 Stanoaro 5
Stage 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
So tbat stuoents are cballengeo to lmprove tbelr learnlng, tbey sboulo be provloeo wltb opportunltles to
learn tbat are ln aovance ot tbelr epecteo assessment ratlngs. Teacbers sboulo plan learnlng
opportunltles across a range ot stages tor any year group. Stuoents can take up to a year to consolloate
loeas ano to oemonstrate unoerstanolng tollowlng tbe teacblng ot new concepts. More able stuoents wlll
unoerstano loeas qulckly ano tor otbers lt wlll take up to two years to reacb tbe same level ot
unoerstanolng.
Tbe table below provloes some guloance about tbe range ot learnlng opportunltles requlreo wltbln eacb
year group. very tew stuoents ln eacb year group across tbe state wlll requlre opportunltles to learn tbat
tall outsloe tbe range oescrlbeo below.
Stages tor opportunltles to learn
Year level Klnoer Prep Years 1 ano 2 Years 3 ano 4 Years 5 ano 6 Years 7 ano 8 Years 9 ano 10
Opportunltles
to learn
Stages
1 4
Stages
3 6
Stages
5 9
Stages
7 11
Stages
9 13
Stages
11 15
A summary set ot assessment lnolcators ls provloeo wltb tbls syllabus. Stuoents oo not bave to be capable
ot acblevlng everytblng llsteo wltbln a partlcular stage to be rateo as pertormlng at tbat stage. Tbe
lnolcators ot acblevement are not&a set ot assessment crlterla to be tlckeo ott. Tbey are lnolcators ot tbe
stage ot unoerstanolng ano an on-balance juogement sboulo be maoe about wbetber a stuoent's
pertormance ls ot slmllar olttlculty to tbose llsteo. |n ettect, lt stuoents are oeemeo to be capable ot
acblevlng everytblng llsteo ln a partlcular stage, lt ls most llkely tbat tbey can also acbleve a number ot
tblngs trom tbe net stage ano may be better juogeo as worklng well wltbln tbat stage. To accommooate
tbe neeo tor more levels tor teacbers to oescrlbe progress tbere wlll be two olvlslons wltbln eacb stage
'protlclent' ano 'aovanceo'. Tbere wlll be no aooltlonal support materlals wrltten to oetlne tbese levels. |t
woulo be teacber juogement supporteo by mooeratlon tbat woulo oetlne tbe 'protlclent' ano 'aovanceo'
levels wltbln eacb stage. See tbe Assessment ev|dence gu|de tor turtber assessment lntormatlon.
|t ls epecteo tbat, glven tbe opportunltles to learn, as outllneo ln tbe prevlous table, tbe spreao ot
assessment ratlngs woulo be as oescrlbeo ln tbe table below. very tew stuoents ln tbe year groups woulo
be epecteo to be assesseo outsloe tbls range by tbe eno ot tbe year.
Stages tor assessment ratlngs
Year level Klnoer Prep Years 1 ano 2 Years 3 ano 4 Years 5 ano 6 Years 7 ano 8 Years 9 ano 10
Assessment
ratlngs
Stages
1 3
Stages
2 5
Stages
4 8
Stages
6 10
Stages
8 12
Stages
10 15

12

Developlng a scbool Sclence scope ano sequence
Scbools are best placeo to make oeclslons about tbe learnlng neeos ot tbelr stuoents. Tbe Sclence
currlculum sboulo be lmplementeo ln ways tbat provloe all stuoents wltb engaglng, cballenglng ano
personallseo opportunltles to learn, ano wblcb make ettectlve use ot tbe avallable resources.
|t ls lmportant tbat scbools map out tbe sclence learnlng tbat wlll occur at eacb year level to ensure
coverage ot tbe currlculum ano avolo repetltlon ot learnlng contets. Wbllst lt may be usetul to revlslt
an loea, sucb as olnosaurs, tbat stuoents are tamlllar wltb or entbuslastlc about, new concepts sboulo be
lntroouceo on eacb subsequent occaslon, tor eample, cbange, specles olverslty ano etlnctlon.
A balanceo scope ano sequence ln sclence sboulo cover all tbe stranos. A scope ano sequence ls a
currlculum plan tbat oescrlbes teacblng content ano tbe oroer ln wblcb lt ls taugbt. Wben plannlng or
mapplng currlculum ln Sclence consloeratlon sboulo be glven to lntegrateo learnlng sequences wblcb
wlll allow tor coverage ot all tour stranos. Plannlng or mapplng currlculum ln tbls way asslsts scbools
ano teacbers to:
belp stuoents to progress tbelr knowleoge, skllls ano unoerstanolng agalnst all tbe pertormance
crlterla
enable stuoents, parents ano otbers access to tbe currlculum
create yearly plans tor graoes / classes
bullo conceptual unoerstanolng across graoes / classes
ensure coverage ot all stranos
avolo repetltlon ot content ano make learnlng contetual ano personallseo
ettectlvely organlse tlme, resources ano tacllltles.

Organlsatlon ot tbe Sclence currlculum oocument
Tbe tollowlng sectlons ot tbe Sclence currlculum oocument are organlseo by stanoaros. For eacb
stanoaro tbe oocument lncluoes:
x an overvlew ot tbe stanoaro by pertormance crlterla
x tables sbowlng learnlng opportunltles at tbree stages tor eacb pertormance crlterlon (wltb
Sc|ence os o 5od, of know|edge consloereo by tbe knowleoge substranos). Tbe tables are
organlseo by maln loeas, wblcb carry tbougb trom stage 1 to stage 15
x posslble learnlng contets, wblcb are loeas tbat learnlng sequences / unlts ot work mlgbt be
oevelopeo arouno ( * oenotes learnlng sequences tbat can be oownloaoeo trom tbe L7AC,
#

oenotes a Pr|mor, Connect|ons unlt)
x sample learnlng actlvltles tbat suggest ways ln wblcb tbe content mlgbt be taugbt tbese are
not prescrlbeo actlvltles.
Tbe currlculum oocument lncluoes a glossary ot terms ano llst ot resources to support tbe sclence
teacblng ano learnlng program. Tbe llsts bave been complleo ln consultatlon wltb Tasmanlan teacbers.
Tbe Assessment ev|dence gu|de sectlon ot tbe oocument teatures lntormatlon to asslst teacbers ln maklng
assessment juogements.
13

Sclence currlculum layout ano termlnology





Stanoaro tbree sclentltlc lnqulry
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&3$7$%& !*./$&$#/1*& !*./$&%#%$&
!"#$%*#8#"&
#%9(#)#$3&.)$&
/$%$).*$6&8)'4&
':3$)7.*#'%3;&
9($3*#'%3&.%6&
<)$6#"*#'%3&

x ask questlons ano make
preolctlons, wltb some
sclentltlc basls, relateo to
tbelr everyoay eperlence

x create, trom tbelr lnterests
or eperlence, approprlate
questlons ano preolctlons tor
testlng

x pose questlons tbat can be
lnvestlgateo sclentltlcally, ano
eplaln tbe basls ot tbelr
preolctlons about tbe
outcome
!"#$%*#3*3&<+.%&
.%6&"'%6("*&
#%7$3*#/.*#'%3&
#%&<.)*#"(+.)&
=.,3
x unoerstano tbat sclence
lnvestlgatlons neeo to be talr,
ano, wltb scattololng, (e.g. an
lnvestlgatlon planner) work ln
small groups to plan ano
conouct slmple talr
lnvestlgatlons, tbat lnvolve
cbanglng one varlable ano
keeplng everytblng else tbe
same

x contrlbute to plannlng a
varlety ot lnvestlgatlons,
recognlslng wbere
comparlsons mlgbt be talr or
untalr
x collect ano recoro oata,
cbecklng ano repeatlng
observatlons wblle
conouctlng tbelr
lnvestlgatlons

x loentlty potentlal sources ot
talrness ano blas ln
lnvestlgatlons as tbey plan ano
conouct tbem, suggestlng
alternatlve metbooologles
wblcb may lmprove or aoo to
an lnvestlgatlon

!"#$%*#3*3&6).=&
"'%"+(3#'%3&
.8*$)&
"'%3#6$)#%/&
7.)#'(3&
#%*$)<)$*.*#'%3&
'8&*1$#)&6.*.&

x loentlty sources ot talrness ano
untalrness
x rearrange oata to allow easler
loentltlcatlon ot patterns, so
tbat concluslons can be
orawn

x present oata ln approprlate
ways ano tben loentlty
patterns. Dlscuss ano
compare results wltb
preolctlons ano oraw
concluslons
x communlcate tbelr loeas ano
unoerstanolngs ano suggest
lmprovements to tbe
lnvestlgatlon
x oraw reasonable concluslons
tbat are suggesteo by tbelr
oata, ano consloer any
obvlous lmpllcatlons ot tbelr
researcb tlnolngs

!
Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge.
&
Somp|e |eorn|ng opportun|t|es
>%$)/,&.%6&8')"$&
x worklng ln small groups to oevelop a sclentltlcally testable questlon tor lnvestlgatlng tbe longevlty ot a range ot
battery types
x rubblng oltterent materlals (e.g. oltterent plastlcs, wooo, glass, metal) wltb oltterent types ot tabrlc (e.g. sllk, wool,
cotton) to oetermlne wblcb one creates tbe most statlc electrlclty (e.g. wblcb plcks up small pleces ot paper most
easlly) ano consloer bow tbe test can be maoe talr
x carrylng out a varlety ot lnvestlgatlons tbat lnvolve selectlng sultable tools e.g. ruler to measure ramp belgbt,
measurlng tape to measure bow tar a toy car rolls, vloeo camera to recoro speeo, protractor to measure tbe
angle ot a ramp &
x oeslgnlng an lnvestlgatlon lnto ways to lmprove tbe ettlclency ot a slmple macblne e.g. tbe ettect ot uslng a longer
lever, movlng tbe tulcrum, cbanglng tbe slze ot tbe wbeels
x loentltylng tbe relatlonsblp between tbe number ot gear teetb ano tbe relatlve motlon ot gears ln a slmple gear
cbaln, also tbe relatlonsblp between olrectlon ot rotatlon ot gears
!*).%63?@$)8')4.%"$&
")#*$)#.&
0rgon|se the content, processes,
sk|||s ond concepts of Sc|ence
@$)8')4.%"$&")#*$)#.&6$3")#<*')3&
:,&3*./$3&
ldent|f, the t,p|co| och|evement expected
ot eoch stoge
5.#%&#6$.3&
ldent|f, |mportont sc|ence
understond|ngs ond processes
thot run through o|| stoges
!.4<+$&+$.)%#%/&'<<')*(%#*#$3&
Lxomp|es of poss|5|e |eorn|ng
opportun|t|es the, ore not
prescr|5ed
@'33#:+$&+$.)%#%/&"'%*$A*3&
Where |nc|uded, these ore |deos for
un|ts or |eorn|ng sequences
14
15






Sclence
Stanoaro one

16
Stanoaro one sclence overvlew
Stuoents worklng wltbln tbls stanoaro are otten tllleo wltb tbe wonoer ot tbe worlo arouno tbem. Tbey
olsplay a natural curloslty ano are keen to eplore, questlon, lnvestlgate, eperlment ano play wltb materlals
ano objects ln tbelr lmmeolate envlronment. Tbey collect lntormatlon trom olrect eperlences ano wlll ml
tblngs, splasb ln water, play wltb objects tbat tloat ano slnk, blow bubbles, teeo ano pat an anlmal, race cars
ano bullo wltb a wloe range ot materlals. From tbose lnvestlgatlons tbey learn more about tbe worlo ano
galn contloence ln manlpulatlng materlals.
At stanoaro one, stuoents' sclentltlc llteracy ls ruolmentary but tbey can partlclpate ln scattoloeo sclentltlc
lnvestlgatlons ano oescrlbe tbelr tlnolngs ano eperlences.
Stanoaro onesclence as a buman enoeavour
Stuoents worklng wltbln stanoaro one bave an unsopblstlcateo vlew ot sclence. Some may bave a relatlve or
tamlly trleno wbose work lnvolves sclence ano stuoents wlll talk about tbose jobs. Stuoents may vlslt a
sclence centre or vlew a vloeo ot sclentlsts at work ano wlll later reter to tbat eperlence. For eample,
tbey may role play tbat tbey are oolng an eperlment or stuoylng anlmals. Tbrougb partlclpatlng ln blgbly-
structureo sclentltlc lnvestlgatlons, tbey come to see tbat tbelr work ls mlmlcklng tbat ot sclentlsts.
Stuoents worklng wltbln stanoaro one bave alreaoy oevelopeo many ot tbelr own loeas about bow tbe
worlo works ano wby tblngs bappen. Wben tbey observe sometblng new tbey try to tlt wbat tbey
eperlence lnto tbelr current unoerstanolng ot tbe worlo. For eample, tbey may suggest tbat the woter
d|soppeors when the t|de goes out 5ecouse someone took the p|ug out, or tbey may observe tbat a snake ln tbe
wllollte olsplay ls openlng lts moutb very wloe ano concluoe tbat lt must be yawnlng. Tbelr eplanatlons as
to bow ano wby tblngs bappen are baseo on tbelr own unoerstanolngs, wblcb are otten qulte oltterent trom
a sclentlst's way ot eplalnlng tblngs ano may be lntermleo wltb tantasy loeas trom story books ano
televlslon. Tbrougb engaglng ln conversatlon ano wltb lntormatlon sources, stuoents worklng wltbln
stanoaro one come to unoerstano tbat tbere are generally-belo reasons as to bow ano wby tblngs bappen.
At tbe upper stages ot stanoaro one, stuoents are beglnnlng to olstlngulsb between sclentltlc tact ano
tantasy. For eample, tbey recognlse tbat pterooactyls were real but tbat oragons were not.
Stuoents worklng wltbln stanoaro one become aware ot some ways ln wblcb sclence ano tecbnology lmpact
on tbelr llves. For eample, tbey may eplaln tbat tbelr new car bas an alrbag ano so ls sater.
Tbey sbow some responslblllty ln carlng tor a pet or tbelr lmmeolate envlronment. Tbey are beglnnlng to
unoerstano tbat tblngs oepeno on otber tblngs or tbe envlronment to survlve ano tbat tbey can attect tbe
quallty ot tbelr envlronment, tor eample, by not tbrowlng plastlc bags away.
Stanoaro onesclentltlc lnqulry
At tbe early stages ot stanoaro one, stuoents make slmple observatlon statements about wbat tbey
eperlence. For eample, tbey may note m, p|ont sme||s 5od or the c|ouds were gre, todo,. Movlng tbrougb
stanoaro one, tbey begln asklng questlons about wby tblngs are bappenlng, ano actlvely seeklng eplanatlons
tor tbelr observatlons ano eperlences. Tbey start to use tools to belp tbem observe. For eample, tbey
may use a magnltylng glass to vlew ano oescrlbe objects ln more oetall.
Stuoents worklng wltbln stanoaro one partlclpate ln blgbly-structureo, teacber-leo lnvestlgatlons lnto
questlons sucb as Con ,ou 5r|ng f|owers 5ock to ||fe? or Wh|ch g,rocopter f||es 5est? Tbey recognlse a relevant
varlable ln a slmple lnvestlgatlon ano are receptlve to tbe loea ot maklng a test talr. For eample, tbey may
acknowleoge tbe neeo to bolo gyrocopters at tbe same belgbt betore lettlng tbem go. Tbey use equlpment
sucb as measurlng cups to belp ensure tbat an lnvestlgatlon ls talr.
Wltb strateglc teacber olrectlon ano questlonlng, stuoents begln to contrlbute to tbe oeslgn ot
lnvestlgatlons ano to preolct wbat tbey tblnk wlll bappen. For eample, tbey may preolct wblcb ot several
objects wlll tloat or wblcb balloon wlll make tbe louoest nolse wben lt pops. At tbe upper stages ot
stanoaro one, stuoents begln to contrlbute loeas about bow to loentlty, oeslgn, carry out or lnterpret class
17
lnvestlgatlons. Tbey try tblngs out, varylng tbe lnstructlons tbat tbey are glven sllgbtly, but probably not
metboolcally, to seek answers to questlons tbey bave come up wltb. For eample, tbey may eperlment
wltb oltterent ways ot stacklng blocks to bullo tbe blgbest posslble tower or, ourlng a trlp to tbe beacb,
tbey may lnvestlgate wbetber tbere are crabs unoerneatb all rocks.
Stuoents at stanoaro one make slmple comparlsons ano loentlty slmllarltles ano oltterences between
objects. Tbey sort ano group on tbe basls ot eltber key teatures, sucb as colour, slze ano teture, or by
personally meanlngtul cbaracterlstlcs, sucb as trees tbat grow ln my garoen ano ones tbat oon't.
Stuoents are aware tbat otbers may obtaln slmllar or oltterent results trom tbelr own ano, wltb support,
tbey can oraw obvlous concluslons trom tbelr oata. For eample, tbey may say: M, f|ower on|, took two do,s
to d|e 5ut Sus|e`s took four do,s. Tbey may suggest reasons tor oltterences, sucb as john`s g,rocopter f|ew 5etter
5ecouse |t hod |onger 5|odes. Tbey may suggest bow tbey coulo lmprove wbat tbey olo net tlme.
Stuoents worklng wltbln stanoaro one are natural tbeorlsers, wbo otten bave tbelr own eplanatlons tor
wby ano bow tblngs occur. Tbey may otter reasons tor tblngs ano suggest causes tor ettects tbey observe.
For eample, lt tbe water ln tbe tlsb tank bas oroppeo over a warm weekeno, tbey may speculate tbat tbe
tlsb bave been orlnklng etra water.
Stanoaro onesclentltlc communlcatlon
Stuoents worklng wltbln stanoaro one wlll otten collect sclentltlc lntormatlon tbrougb vlewlng tets sucb as
books ano DvDs, even lt tbe accompanylng wrltten or spoken tet ls comple. Wltb teacber asslstance,
tbey can collect oata trom tbelr own slmple lnvestlgatlons. For eample, tbey may use olgltal pbotos to
recoro ano communlcate oetalls ot an lnvestlgatlon, or tbey may use sottware sucb as K|dP|x to sequence
plctures to sbow cbanges tbat occurreo over tlme, or tbey may locate a book on a toplc tbat tbe class bas
olscusseo.
Stuoents communlcate prlmarlly tbrougb telllng otbers about tbelr eperlences ano unoerstanolngs. Tbey
may tell an aoult wbat tbey see, smell, bear, taste or teel. Tbelr orawlngs become lncreaslngly accurate,
sbowlng oetalls sucb as sbape, colour ano major teatures. At tbe upper stages ot stanoaro one, stuoents can
label tbelr orawlngs ano wrlte slmple sentences about tbelr sclence unoerstanolngs ano eperlences.
Stuoents worklng wltbln stanoaro one begln to use sclence relateo vocabulary, ano to assoclate certaln
language wltb tbe sclentltlc process, tor eample, woros sucb as |nvest|gote, exper|ment, o5serve ano pred|ct.
Stanoaro onesclence as a booy ot knowleoge
Stuoents worklng wltbln stanoaro one bave a baslc unoerstanolng ot everyoay sclentltlc knowleoge. Stuoents
neeo eperlences tbat lncluoe opportunltles to:
x use lntultlve notlons ot torces, tor eample, statlng tbat to make a ball go turtber lt ls necessary to
tbrow lt baroer
x make observatlons about tamlllar torms ot energy e.g. bow oo you make toys work? wbat ooes tbe
wlno oo? wbat glve us energy?
x lnvestlgate ano compare tbe propertles ot tamlllar materlals, notlclng, tor eample, tbat some are
bouncler or sotter or more llkely to break, ano suggest wby we use partlcular ones ln partlcular
sltuatlons e.g. rubber tor gum boots
x observe ano oescrlbe bow some tamlllar materlals cbange e.g. mllng, treezlng, beatlng
x oescrlbe cbaracterlstlcs, neeos ano stages ln tbe llte cycle ot some tamlllar anlmals
x loentlty some ot tbe oltterent groups tbat common anlmals belong to, sucb as tlsb, lnsects, plants
x observe ano oescrlbe oltterent teatures ano processes, sucb as mountalns, moon, weatber types
x observe ano oescrlbe cycles sucb as oay ano nlgbt or tbe seasons
x eplaln bow tbey can care tor tbelr local envlronments
18
Stanoaro onesclence as a buman enoeavour
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&'%$& !*./$&*='& !*./$&*1)$$&
!"#$%*#3*3&=')B;&
*1#%B;&#%9(#)$&.%6&
B%'=&#%&<.)*#"(+.)&
=.,3&&
&
x observe tbat some
people llke to tlno tblngs
out ano make tblngs

x unoerstano tbat work or
bobbles can lnvolve
sclence

x unoerstano tbat sclentlsts
tlno out bow tbe worlo
works ano belp make
usetul tblngs.

2<<+#".*#'%3&'8&
3"#$%"$&1.7$&31.<$6&
.%6&"1.%/$6&*1$&
=')+6&
&
x loentlty some tblngs tbat
belp us e.g. sclssors,
computers, wasblng
macblnes

x oescrlbe some ways ln
wblcb tbe prooucts ot
sclence asslst people e.g.
glasses to asslst vlslon

x speculate wbat tbelr llves
woulo be llke wltbout tbe
prooucts ot sclence

2<<+#".*#'%3&'8&
3"#$%"$&1.7$&
3,3*$43&#4<."*3&
x recognlse tbat we sboulo
care tor llvlng tblngs e.g.
pets bave neeos tbat
bave to be met

x recognlse tbat tbey sbare
tbe worlo wltb otber
llvlng tblngs, ano
tberetore neeo to care
tor tbe conoltlon ot tbelr
lmmeolate envlronment

x unoerstano tbat tbe
worlo ls sbareo ano tbat
llvlng tblngs oepeno on
otber llvlng tblngs ano
tbelr envlronment to
survlve


Posslble learnlng contets
Contets sboulo be orawn trom Sclence as a booy ot knowleoge.

Somp|e |eorn|ng oct|v|t|es
!"#$%*#3*3&=')B;&*1#%B;&#%9(#)$&.%6&B%'=&#%&<.)*#"(+.)&=.,3&&
x belng encourageo to ask questlons about tbe tblngs tbey notlce ln tbelr llves
x talklng about wbat slgnltlcant aoults wbo work wltb sclence oo e.g. M, fother l mother des|gns 5r|dges. M, unc|e l
ount hos to dec|de wh|ch cows w||| g|ve the most m||k. M, 5rother / s|ster hos to moke sure thot o|| the food |s put owo,
ond thot the 5enches ore o|| c|eoned so thot germs don`t moke peop|e s|ck.
x namlng tamlllar bealtb-care workers (e.g. pbyslotberaplst, occupatlonal tberaplst, nurse, ooctor) ano talklng about
some ot tbe tblngs tbey oo ano bave to know about
x talklng about tbe work ot people sucb as garoeners, wllollte park operators ano meteorologlsts, ano olscusslng
bow tbey use sclence ln tbelr work e.g. 7he, hove to know how much fert|||ser to odd to moke the vegeto5|es grow.
7he, hove to dec|de whot to feed the on|mo|s ond whot sort of enc|osure to keep them |n. 7he, hove to co||ect |nformot|on
o5out how much ro|n there hos 5een.
x olscusslng bow sclentlsts tlno out e.g. uo the, use the|r senses? uo the, use |nstruments? How m|ght |nstruments
enhonce whot we ore o5|e to see? Whot m|ght o mogn|f,|ng g|oss show us compored to ust us|ng our e,es? Whot m|ght
5e h|dden from us thot we hoven`t |eornt to see ,et?
x wonoerlng about oltterent ways to sense tbe worlo, practlslng belng more 'allve' to seelng tbe worlo
x role-playlng someone wbo uses sclence e.g. vet, ooctor, wllollte presenter
x mlmlcklng belng a sclentlst e.g. oolng eperlments, tlnolng tblngs out tor tbemselves, lnventlng tblngs

2<<+#".*#'%3&'8&3"#$%"$&1.7$&31.<$6&.%6&"1.%/$6&*1$&=')+6&
x eplorlng wbat tblngs belp tbem ln tbelr llves (e.g. a trloge keeps my tooo colo, a stove beats lt up) ano selectlng
lmages trom tbe plcture llbrarles ln K|dsp|rot|on to sbow tbelr unoerstanolngs
x loentltylng speclallseo equlpment tbat asslsts tbem or people tbey know e.g. wbeelcbalr, glasses, communlcatlon
boaro, bearlng alo
x eplalnlng bealtby byglene practlces tor tooo preparatlon (e.g. wasblng banos betorebano, cleanlng, preparatlon ot
surtaces, cleanlng utenslls) ano uslng Mlcrosott PhotoStor, to tell tbe story ot bow tooo sboulo be prepareo
x provlolng eamples ot appllcatlons ot sclence ln tbelr oally llves e.g. electrlcal gooos, tooo, cars, cleanlng, clotblng
ano reallslng tbat tbe people wbo lnventeo tbem are sclentlsts
19
x telllng storles about wbat tbey oo eacb oay ano bow lt uses some sclence or tecbnology
x lmaglnlng wbat lt mlgbt be llke lt tbere were no sclence prooucts or processes ln tbe worlo tooay
x lmaglnlng lnventlons tbat coulo belp people or tbe envlronment ano uslng K|dP|x to oraw tbelr lnventlons
x orawlng a plcture ot someone uslng a sclence appllcatlon
&
2<<+#".*#'%3&'8&3"#$%"$&1.7$&3,3*$43&#4<."*3&
x telllng tbe class about tbelr pet, wbat lt neeos to eat ano wbat tbey mlgbt be oolng to care tor lt ano uslng
Mlcrosott PhotoStor, or MoxShow to create a presentatlon about tbelr pet ano lts care
x carlng tor a class pet, worm tarm, scbool pono or growlng vegetables, ano eplalnlng wbat ls lmportant tor tbem
to survlve (e.g. tooo, water, sun) ano wbat bappens lt you lntertere too mucb e.g. by pulllng a carrot out to see lt
lt ls growlng or by llttlng a stone to see lt tbe ants are stlll tbere
x olscusslng wbat lt means to sbare a worlo e.g. Wbo are we sbarlng lt wltb? Wbat are our neeos / rlgbts, Wbat oo
anlmals or plants neeo?
x eplorlng wbat oltterent tamllles tbey belong to (e.g. personal tamlly, tamlly ot people, tamlly ot anlmals, tamlly ot
eartb owellers, my nelgbbourbooo tamlly) ano uslng K|dsp|rot|on to create a tamlly tree or Artoge to oraw
tbelr tamlly
x eplorlng bow everyoay events bave causes ano relatlonsblps e.g. olscusslng tbe ettect ot lltterlng ano consloerlng
wbat woulo bappen lt lltter was oroppeo just anywbere
x olscusslng wby lt ls lmportant to be caretul ot otber llvlng tblngs e.g. wby not to step on lnsects or tbe plants ln
tbe garoen
x eplorlng relatlonsblps between anlmals, plants ano tbelr envlronment e.g. bees polllnate tlowers
x orawlng plctures ot tblngs tbat are relateo ano oescrlblng bow tbey are relateo
x oescrlblng bow tblngs cbange ano sequences ot events e.g. oay / nlgbt, seasons, tloes
x talklng about wby tblngs neeo tbe sun ano uslng tbe Learnlng Feoeratlon object, uo, sk, n|ght sk, to eplore
cbanges ln tbe sky between oay ano nlgbt



20
Stanoaro onesclentltlc lnqulry
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&'%$& !*./$&*='& !*./$&*1)$$&
!"#$%*#8#"&
#%9(#)#$3&.)$&
/$%$).*$6&
8)'4&
':3$)7.*#'%3;&
9($3*#'%3&.%6&
<)$6#"*#'%3&

x make observatlon
statements about tbe
worlo on tbe basls ot tlrst
bano eperlences e.g. tbe
sunset ls reo, tbe balloon
maoe a louo pop, tbat
plant smells llke lemons,
tbe brown rock teels
smootb

x pose questlons to tlno out
bow ano wby tblngs are
bappenlng e.g. Wby oon't
tbose trees bave any
leaves? How olo tbe crane
get on top ot tbat bullolng?
Wben wlll lt be oark?

x contrlbute to class
olscusslon about a
questlon ano make guess
type preolctlons e.g. ask
can you brlng oeao tlowers
back to llte, tben put a
oeao tlower ln soll to see

!"#$%*#3*3&
<+.%&.%6&
"'%6("*&
#%7$3*#/.*#'%3&
#%&<.)*#"(+.)&
=.,3
x make observatlons about
sclence eperlences e.g.
look at objects teacber bas
placeo unoer a
mlcroscope, watcb a bulb
grow
x tollow preclse, slngle step
olrectlons to carry out a
class lnvestlgatlon, wben
worklng ln small groups
wltb an aoult belper

x partlclpate ln teacber-
olrecteo eperlments
lnvolvlng measurement
ano recorolng ot oata e.g.
Wblcb toy car rolls tbe
turtbest?

!"#$%*#3*3&
6).=&
"'%"+(3#'%3&
.8*$)&
"'%3#6$)#%/&
7.)#'(3&
#%*$)<)$*.*#'%
3&'8&*1$#)&6.*.&

x loentlty slmllarltles ano
oltterences on tbe basls ot
tamlllar cbaracterlstlcs

x speculate on reasons,
causes ano ettects e.g. my
plant oleo because lts pot
was too small

x lnterpret oata ano oraw
llmlteo concluslons, wben
presenteo wltb slmple
alternatlves e.g. tbe
magnet olon't attract any
plastlc objects, tbe tlower
olon't come back to llte


Poss|5|e |eorn|ng contexts
Contets sboulo orawn trom Sclence as a booy ot knowleoge.

Somp|e |eorn|ng oct|v|t|es
>%$)/,&.%6&8')"$&
x banglng on oltterent surtaces / maklng orums ano talklng about tbe oltterent sounos
x asklng questlons about tblngs tbey eperlence e.g. Wh, do some to,s ro|| further?
x loentltylng oltterent torms ot energy e.g. teel a ball blt you, teel tbe wlno blow you, see a klte tly, bear a tly buzz
x lnvestlgatlng sbaoows lnooors ano outooors (e.g. How do ,ou moke 5|gger shodows. How does m, shodow chonge
through the do,?) ano uslng tbe Learnlng Feoeratlon object, L|ght ond shodows, to learn more about wby sbaoows
cbange
x lnvestlgatlng tactors tbat attect motlon by tbrowlng ano rolllng oltterent klnos ot balls on oltterent surtaces
x lnvestlgatlng sclence concepts tbougb play, (e.g. uslng oltterent types ot boats ourlng water play, trylng to plck
objects up wltb magnets) ano maklng statements about wbat bappeneo
x lnvestlgatlng, tbrougb play, bow toys move ano suggestlng reasons tor oltterences e.g. 7h|s cor goes foster 5ecouse |t
|s 5|gger.
x loentltylng slmllarltles ano oltterences (e.g. 7he mognet ottrocts these meto| th|ngs 5ut not the p|ost|c) ano uslng
K|dsp|rot|on SuperGrouper to classlty tbe objects tbey testeo lnto groups
x comparlng two gyrocopters atter tbey bave testeo tbem ano saylng wblcb one tlles better
x suggestlng an approprlate means ot testlng wbetber a televlslon ls broken wben tbere ls no plcture wben you
pusb tbe remote on button e.g. cbeck lt lt ls pluggeo ln, cbeck lt tbere are batterles ln tbe remote

5.**$)&
x observlng ano orawlng plctures to sbow cbanges ln matter e.g. lce cube meltlng, cburnlng butter, settlng jelly
21
x asklng wby paper towels soak water up but pbotocopy paper ooesn't
x maklng observatlons about tbe tactlle propertles ot oltterent materlals e.g. sbavlng toam, wa
x uslng tbelr senses to observe ano oescrlbe tbe propertles ot water tbrougb play e.g. pourlng, orlpplng
x olscusslng bow tbey use tbelr senses, oescrlblng some oltterent sensatlons ano loentltylng objects ln a teely bag or
wben bllnotoloeo e.g. 7he s||me fee|s st|ck,. 7he woter tostes so|t,.
x oescrlblng slmple propertles ot varlous types ot materlals e.g. Hone, |s o|wo,s st|ck,. Mognets p|ck th|ngs up.
x eperlmentlng wltb sano sculptures to oetermlne wbat makes tbe best mlture tor tbe sculpture
x testlng tbe objects a magnet attracts or repels, maklng preolctlons ano collectlng results
x mllng palnts ano observlng tbe oltterent colours tbat are tormeo, aoolng oltterent substances to tbe palnt ano
uslng Artoge to eplore colour ano ettects
x lnvestlgatlng oenslty by preolctlng ano tben trlalllng wblcb tamlllar objects wlll tloat wben placeo ln water
x tollowlng tbe teacber's verbal olrectlons, glven one-by-one, to make sllme, worklng wltb an aoult belper
x grouplng toys accorolng to wbat tbey are maoe trom (e.g. plastlc, metal, wooo) ano uslng K|dsp|rot|on
Supergrouper to classlty ano make a recoro ot tbelr results
x grouplng plctures ot tamlllar objects to sbow tblngs tbat are maoe ano tblngs tbat are natural &
&
-#7#%/&*1#%/3&
x looklng tor small anlmals ln tbe scboolyaro, asklng questlons about tbem, observlng tbelr bebavlour ano pbyslcal
cbaracterlstlcs, uslng a olgltal stlll or vloeo camera to capture lmages ano answerlng questlons about tbe anlmals
e.g. 7he 5|ock coterp|||or hos wh|te spots o5ove |ts |egs.
x monltorlng cbanges over tlme e.g. cbanges to tbe trees outsloe tbe classroom, oevelopment ot eggs ln a nest
x observlng ano oescrlblng cbaracterlstlcs ot a plant e.g. stem ano leat teture, smell, sbape, slze, colour, tborns
x preolctlng ano testlng wbetber a cut tlower can be brougbt back to llte e.g. placlng a oeao tlower ln a pot ot soll,
waterlng lt over a week ano taklng a pboto ot lt eacb oay
x talklng about wbat tbey bave eperlenceo on an ecurslon to a natural area e.g. 7he trees were ver, to||. 7he 5|g
5|ock 5|rds come ver, c|ose to us.
x observlng ano recorolng cbanges ln anlmals tbey keep over a perloo ot tlme e.g. bow many oays lt takes tor
mealworms or sllkworms to cbange
x sequenclng plctures ot an event sucb as a tlower openlng
x observlng bow a trult tree cbanges tbrougb tbe year ano telllng tbe teacber
x walklng tbrougb tbe scbool grounos tlnolng leaves, tlowers ano seeo capsules, oescrlblng tbelr teatures by uslng
tbelr senses e.g. rubblng, smelllng
x comparlng wbat worms look llke tbrougb a magnltylng glass as opposeo to tbe nakeo eye
x tollowlng specltlc teacber lnstructlons to test wbetber a seeo woulo germlnate ano grow unoer partlcular
conoltlons e.g. no water or no llgbt
x maklng a collage ot leaves to sbow tbat tbere are oltterent types ot trees ln tbe scbool grounos
x worklng sately ano etblcally e.g. treatlng anlmals approprlately, uslng cuttlng lnstruments sately
x grouplng objects to make a olsplay tor tbe class table uslng a cbaracterlstlc tbat ls sclentltlcally relevant e.g. sbells
tbat bave one part (unlvalves) / sbells wltb two parts (blvalves), plants bavlng slmllar ano oltterent tlower sbapes
x loentltylng slmllarltles ano oltterences ln a row ot llne orawlngs ot oltterent blros
x suggestlng wby a snake ln a museum olsplay bas lts moutb open wloe e.g. lt must hove 5een ,own|ng.
x maklng a reasoneo observatlon sucb as: 7he doffod||s ore com|ng up so |t must 5e spr|ng soon.

>.)*1&.%6&3<."$&
x maklng preolctlons, measurlng ano recorolng observatlons about tbe weatber uslng non-stanoaro / stanoaro unlts
x uslng plctures wltb slmllar tbemes to 'guess my rule' e.g. kettle, oven, bot sprlngs steam rlses
x sortlng natural objects (e.g. by tbe colour, sbape, teture) ano bypotbeslslng on bow otbers bave sorteo tbelrs
x loentltylng tamlllar objects uslng only one sense e.g. teel a rock, see a mountaln
x maklng connectlons tbat eplaln posslble cause ano ettect ano talklng about tbem wltb otbers e.g. lt |s dork 5ecouse
the sun goes out ot n|ght.
22
Stanoaro onesclentltlc communlcatlon
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&'%$& !*./$&*='& !*./$&*1)$$&
!"#$%*#3*3&
"'%3#6$)&
.""().",;&
)$+$7.%"$&.%6&
")$6#:#+#*,&=1$%&
."9(#)#%/&
#%8')4.*#'%&
x engage wltb slmple
sclentltlc lntormatlon
trom tamlllar sources e.g.
a book sbowlng tbe klnos
ot anlmals touno at tbe
beacb
x llnk sclentltlc lntormatlon
contalneo ln tets wltb
tbelr own eperlences
e.g. we saw kangaroos
llke tbe ones on tbe DvD
at tbe wllollte park

x seek out sclence
lntormatlon trom varlous
tets e.g. tlno a book or
webslte on ecblonas,
select a sclence-tocuseo
beglnnlng reaoer

!"#$%*#3*3&%$$6&
*'&
"'44(%#".*$&
#%8')4.*#'%&#%&.&
7.)#$*,&'8&=.,3&
x communlcate tbelr
sclence observatlons ano
unoerstanolngs tbrougb
woros, slgns, plcture
symbols, actlons,
orawlngs or pbotos
x communlcate tbelr
sclence observatlons ano
unoerstanolngs wltb
lncreaslng oetall, ano
lncreaslng use ot
approprlate vocabulary
e.g. tloat, slnk, lnsect,
magnetlc

x communlcate tbelr
sclence observatlons ano
unoerstanolngs ln ways
tbat lncluoe uslng
plctures, labels ano slmple
sentences
x use some sclentltlc
woros, sucb as o5serve,
exper|ment ano |nvest|gote


Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge.

Somp|e |eorn|ng oct|v|t|es
!"#$%*#3*3&"'%3#6$)&.""().",;&)$+$7.%"$&.%6&")$6#:#+#*,&=1$%&."9(#)#%/&#%8')4.*#'%
x reaolng ano sbarlng a varlety ot books (e.g. blg books, lltt tbe tlap books, plcture books) to tlno answers to
questlons about anlmals or plants ano loentltylng tamlllar envlronmental teatures ln a tet e.g. beacb, rlver
x talklng to a classmate about wbat tbelr pet eats or about wbat tbey touno at tbe beacb
x asklng aoults about cbanges ln tbelr local envlronment
x uslng tbe cbapter menu (lt ln plctures) ot a DvD or CD ROM to locate lntormatlon about partlcular babltats
x collectlng lntormatlon trom tets ln response to aoult or peer promptlng e.g. Wh|ch on|mo| hos shorp teeth?
x maklng a group collage to lllustrate tbe seasonal bebavlour ot llvlng tblngs or to lllustrate 'rougb' ano 'smootb'
x recorolng personal eperlences ot water use tbrougb plctorlal representatlon
x measurlng ano recorolng oally temperature cbanges ano wrltlng slmple sentences or orawlng plctures to recoro
tbe weatber eacb oay
x orawlng plctures to sbow tbe tblngs tbat tbey oo at oltterent tlmes over a 24 bour perloo
x tlnolng plctures ot tblngs tbat lnterest tbem ln books, magazlnes, catalogues, posters, websltes, televlslon, DvD
x sortlng DvDs trom books ano lmaglnatlve tets trom lntormatlon tets ano talklng about tbe oltterences between
lntormatlon ano lmaglnatlve tets
x wltb aoult asslstance, savlng tbe pbotos tbat tbey bave createo ano / or sorteo

!"#$%*#3*3&%$$6&*'&"'44(%#".*$&#%8')4.*#'%&#%&.&7.)#$*,&'8&=.,3
x orawlng about ano contrlbutlng to a group olscusslon on wblcb objects tloateo ano wblcb sank ln tbelr
lnvestlgatlon
x maklng a cbart to sbow objects tbat are ano are not attracteo to a magnet e.g. stlck plctures on a table tbe
teacber bas orawn up
x maklng a plctograpb to sbow bow many papercllps oltterent magnets plckeo up e.g. stlck papercllps on to a cbart
wltb plctures ot tbe oltterent types ot magnet on lt (orawn up by tbe teacber)
x orawlng a tlow cbart to sbow steps ln a process e.g. recoro steps ln jelly maklng
x recountlng wbat bappens wben a toy ls wouno up ano releaseo ano telllng a trleno bow to make a toy work by
aoolng batterles
23
x maklng measurements e.g. bow long lt takes tor contalners ot bot water (slmllar slze ano sbape) to cool wben
covereo wltb oltterent materlals
x uslng woros llke f|oot ano s|nk wben telllng tbe teacber wbat tbey saw ln an lnvestlgatlon about water
x sortlng ano labelllng objects lnto sets (e.g. paper / glass / wooo / metal) ano justltylng tbelr grouplngs
x maklng a poster sbowlng substances tbat are ano are not soluble e.g. uslng Artoge
x orawlng a plcture ot wbat bappens to an lceblock lett out ot tbe treezer
x uslng K|dP|x sottware to sbow tbe tblngs tbey useo to make a cake
x uslng tbelr senses to make observatlons ano oescrlblng tbem to tbe class e.g. 7he o5ect |n the fee|, 5og |s hord ond
round ond s||pper,.
x lnterpretlng a slmple grapb maoe by tbe class uslng MoxCount e.g. stackeo oot plot ot wblcb colour jelly people
tbougbt smelt best
x grouplng plctures ot llvlng tblngs ( e.g. plants / anlmals, legs / no legs) ano justltylng tbe grouplngs
x uslng approprlate terms to loentlty tbe major parts ot a plant or anlmal e.g. kangaroo's poucb, elepbant's trunk
x orawlng a plcture ot a tlower sbowlng lts colour
x orawlng ano / or labelllng a blg plcture ot a tree ano telllng an aoult wbat tbe oltterent parts are
x orawlng a blg plcture ot tbelr booy wltb major / slgnltlcant booy parts sucb as eyes ano ears sbown ano tben
verbally namlng tbe parts
x orawlng a plcture ot a Tasmanlan oevll sbowlng lts black colour, tour legs ano sbarp teetb
x orawlng or palntlng plctures ot tblngs tbey see on an ecurslon sbowlng oetalls ot colour ano sbape e.g. tbey may
oraw a plcture ot a crab sbowlng tbat lt bas a reo carapace ano elgbt legs
x wrltlng slmple sentences about a vlslt to a wllollte park wbere tbey observeo a varlety ot llvlng tblngs
x maklng leat rubblngs ano prlnts to closely observe tbe patterns ot leaves
x uslng mooelllng clay to make a mooel ot an lnsect ano eplalnlng lts teatures
x telllng a class vlsltor wbat classroom tlsb neeo tor bealtby llvlng
x maklng cbarts tbat sbow wbat oltterent tblngs neeo to survlve (stuoents can glue plctures unoer cbart beaolngs)
x wrltlng slmple oescrlptlons ano concluslons (e.g. 7he coterp|||or mode o cocoon. lt w||| 5e o 5utterf|, soon.) ano uslng
tbe Learnlng Feoeratlon object, Port of o pottern, to learn more
x oescrlblng bow to care tor anlmals or plants at bome or ln tbe classroom
x eplalnlng tbe teatures ot an anlmal tbat tbey bave palnteo
x orawlng a slmple llte cycle e.g. mealworm llte cycle
x arranglng plctures to represent tbe llte cycle ot an lnsect or ot a plant tbat tbey bave observeo
x marklng growtb ot a plant, anlmal or tbemselves on a growtb cbart
x reportlng to a group about wbere partlcular anlmals were touno at tbe beacb
x palntlng a plcture (e.g. uslng Artoge) to communlcate tbelr unoerstanolng ot oay / nlgbt e.g. Wbat ls ln tbe sky?
Wbat are people oolng?
x talklng about seelng tbe moon ln tbe oay tlme
x constructlng ano eplalnlng tbe components ot a mooel town or envlronment
x uslng boops to construct a venn Dlagram to group objects sucb as toys, sbells ano tben uslng a olgltal camera or
tbe venn Dlagram ln K|dsp|rot|on SuperGrouper to capture tbelr work
x oemonstratlng tbelr unoerstanolng ot loeas sucb as colour, slze, tlme by reorganlslng loeas uslng sottware tbat
tbey are tamlllar wltb e.g. K|dP|x , K|dsp|rot|on, Mlcrosott Photostory
x sbowlng an lncrease ln tbe vocabulary tbat tbey use to eplaln ano oescrlbe tamlllar sclence-relateo sltuatlons
x uslng sclence terms sucb as o5serve ano exper|ment to oescrlbe wbat tbey are oolng wben lnvestlgatlng
24
Stanoaro onesclence as a booy ot knowleogeenergy ano torce
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&'%$& !*./$&*='& !*./$&*1)$$&
01$&:$1.7#'()&
'8&':C$"*3&#3&
6$*$)4#%$6&:,&
*1$&8')"$3&*1.*&
."*&'%&*1$4&

x unoerstano tbat lt ls
posslble to cbange tblngs
by applylng a torce e.g.
oropplng / tbrowlng /
blttlng / pusblng / beatlng

x make observatlons about
tbe ways tbat objects ot
oltterent sbapes ano slzes
move e.g. tbe soccer ball
rolls turtber, tbe square
block ooesn't roll, some
objects roll ano some
slloe

x make observatlons about
tbe way tbat oltterent
types ot objects bebave ln
oltterent sltuatlons (wben
oltterent torces act on
tbem) e.g. Do tbey tloat
or slnk lt placeo ln water?
|s lt as easy to rloe a blke
on sano as on concrete?

>%$)/,&".%&:$&
*).%38$))$6&.%6&
*).%38')4$6
x make a varlety ot
oltterent objects move
e.g. pusb a toy car, wlno
a key, take tbe llo ott a
jack-ln-tbe-bo, tbrow a
toy glloer or ball, pour
water over a
waterwbeel, pusb a
swlng, blow bubbles,
squeeze a water squlrter,
suck tbrougb a straw

x make observatlons tbat
sbow tbat tbe more
energy tbat ls useo on an
object tbe more
movement ls createo e.g.
lt you tbrow a ball baroer,
lt goes turtber, lt you
blow baroer, tbe toy
wlnomlll turns taster

x make observatlons about
some ettects ot energy ln
tbelr everyoay llves e.g.
rubblng banos togetber
makes tbem warmer, tbe
klte moves ln tbe wlno,
runnlng arouno makes
you teel bot, plucklng
gultar strlngs makes a
muslcal souno, puttlng a
sausage on tbe barbeque
cooks lt

D(4.%3&(3$&
$%$)/,&.%6&*1#3&
).#3$3&$*1#".+&
.%6&
3(3*.#%.:#+#*,&
#33($3&
&

x oescrlbe bow to make
oltterent klnos ot toys
work e.g. put batterles ln
tbem, plug lnto a power
polnt, pusb tbem, tbrow
tbem

x eplaln some ways ln
wblcb energy attects tbem
personally e.g. sun warms,
tlames burn, electrlclty
makes tbe computer
work

x loentlty tbe energy source
useo by some common
objects e.g. electrlclty
makes tbe televlslon
work, tbe batterles make
a torcb work, petrol
makes tbe car go, tooo
glves us energy


Poss|5|e |eorn|ng contexts
0n the move
#
, Wbat makes tbls toy work? Wbat are some ways ot beatlng ano coollng tblngs? How oo we preolct lt
sometblng wlll tloat or slnk? How ooes energy attect us? (
#
denotes o Pr|mor, Connect|ons un|tj

Somp|e |eorn|ng oct|v|t|es
01$&:$1.7#'()&'8&':C$"*3&#3&6$*$)4#%$6&:,&*1$&8')"$3&*1.*&."*&'%&*1$4&
x oropplng balls ot playoougb ano lnvestlgatlng bow tbelr sbape cbanges
x engaglng ln play tbat lets tbem see bow easy or olttlcult lt ls to move oltterent klnos ot slmllar objects e.g.
tbrowlng oltterent balls, rolllng oltterent toy cars, salllng oltterent toy boats
x lnvestlgatlng tbe ettect tbat tbrowlng a ball wltb oltterent torces bas to sbow tbat tbrowlng lt baroer makes lt go
turtber
x applylng oltterent torces to an object to see tbe ettect ano bow tbls attects bow tar sometblng moves e.g. pusblng
a swlng
x eplalnlng tbat tbey maoe tbe toy car go turtber by pusblng lt really baro
x lnvestlgatlng bow easlly or qulckly oltterent slze boats sall e.g. yacbts maoe trom polystyrene, wooo, mllk cartons
x preolctlng, lnvestlgatlng ano recorolng wblcb objects ln a collectlon wlll tloat ano wblcb wlll slnk
x lnvestlgatlng bow tar a toy car wlll travel on oltterent types ot surtaces
x talklng about tbelr eperlences ot walklng on oltterent klnos ot surtaces e.g. gravel, lce, muo, sano
25
x use tbe Learnlng Feoeratlon object, Let`s moke |t go, to eamlne wbat powers some everyoay objects

>%$)/,&".%&:$&*).%38$))$6&.%6&*).%38')4$6&
x oescrlblng some ot tbe torms ot energy tbat oltterent appllances emlt e.g. beaters, toasters, kettles make tblngs
bot / raolos, televlslons, electronlc toys make souno / torcbes, lamps, tbe sun, computers, canoles make llgbt
x llstlng as many appllances / objects as tbey can tbat emlt a partlcular torm ot energy e.g. llgbt, beat, souno
x looklng at books tbat sbow bow oltterent tblngs move (e.g. salls, wbeels) ano uslng Mlcrosott C||pArt anlmatlons
or searcblng tor anlmatlons ln Coog|e lmoges to sbow bow oltterent tblngs move
x oemonstratlng bow to make some oltterent klnos ot toys work e.g. blow a wlnomlll, pusb a veblcle wltb wbeels,
run water over a water wbeel
x movlng boats on water by pusblng, pulllng, blowlng, batterles, wlnolng up
x loentltylng tbat tbe stove or oven ls bot ano tbat tbe trloge ls colo
x lnvestlgatlng ano talklng about some ot tbe ways ln wblcb everyoay tblngs or tbelr parts move e.g. muslcal
lnstruments, wbeeleo toys, tanneo paper, water toys, rubber bano powereo planes
x sortlng toys accorolng to bow tbey move (e.g. spln, roll, tly) ano eperlmentlng wltb alternatlve movements e.g.
Can you make a rolllng toy spln? Wblcb toys move best?
x constructlng ano lnvestlgatlng movlng objects uslng commerclally proouceo or consumable materlals e.g. make a
car trom Lego, make a klte trom paper
x movlng tbelr own booy ln oltterent ways (e.g. walklng, jumplng, sklpplng, runnlng, rolllng, crawllng) ano talklng
about wblcb takes tbe most ettort / energy
x olscusslng some ot tbe ways ln wblcb energy transters can be oangerous e.g. a canole or tbe stove can burn you, a
bammer coulo tall on your toe
x lnvestlgatlng ano eplalnlng bow tbey belleve varlous everyoay tblngs work e.g. muslcal lnstruments, elastlc banos,
wlnomllls, marbles, wbeeleo toys, mlrrors, olsmantleo macblnes sucb as a vCR, tape recoroer, torcbes
x maklng, eplorlng ano uslng toys or mooels tbat use energy ano eplalnlng tbelr own loeas about bow tbey work,
lncluolng:
- energy creatlng movement e.g. wlno energy tor a plnwbeel or salllng boat, slmple catapult
- storeo energy e.g. pop-up caro, batterles, sprlngs
- llgbt energy e.g. colours, mlrrors ano retlectlons, torcbes
- souno energy e.g. muslcal lnstruments
x uslng tbe Learnlng Feoeratlon object, M|x|ng co|ours, to lnvestlgate tbe ettect ot mllng oltterent prlmary colours

D(4.%3&(3$&$%$)/,&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x llstenlng to a story tbat talks about bow people bave obtalneo tbe energy tbat tbey neeoeo ln tbe past e.g. canoles
tor llgbt, outsloe tlres tor beat
x talklng about ways ln wblcb people keep warm e.g. tlre, beater, etra clotbes, jumplng up ano oown, rubblng
banos togetber
x oescrlblng some ot tbe tblngs ln tbelr bouse wblcb neeo electrlclty to make tbem operate
x eplalnlng some ot tbe ways ln wblcb energy ls lmportant ln tbelr everyoay llves e.g. we neeo llgbt to see at nlgbt,
beat to keep us warm
x telllng an aoult a way ot keeplng an lcy-pole colo on a bot oay e.g. put lt ln tbe trloge, put lt ln an Lskl, put your
bano arouno tbe stlck not tbe lce part
x loentltylng tbe type ot energy tbat oltterent tblngs ln tbe classroom neeo to make tbem work e.g. llgbts ano
televlslon neeo electrlclty, tbe blke neeos someone to pusb lt, tbe calculator neeos batterles
x olscusslng tbat people neeo tooo to glve tbem energy to oo tblngs sucb as run, sbout, pusb a blke, blow a trumpet
x talklng about tbe term 'energy' ano wbat lt means to tbem
x orawlng ano talklng about a collectlon ot bousebolo appllances to clarlty loeas about bow ano wby tbey are useo


26
Stanoaro onesclence as a booy ot knowleogematter
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&'%$& !*./$&*='& !*./$&*1)$$&
01$&"1$4#".+&
.%6&<1,3#".+&
<)'<$)*#$3&'8&
4.*$)#.+3&.)$&
6$*$)4#%$6&
:,&*1$#)&
3*)("*()$
x loentlty a varlety ot tamlllar
materlals e.g. paper, wooo,
plastlc, metal
x oescrlbe observable
propertles ot a varlety ot
tamlllar materlals e.g. tbe
play oougb ls blue ano
squlsby, tbe rose ls splky
ano smells nlce, tbe teooy
ls sott

x eplore ano compare
slmple pbyslcal propertles
ot tamlllar objects ano use
tbose propertles to
oescrlbe ano group e.g.
baro / sott, colours,
magnetlc / not magnetlc,
rougb / smootb, tloats /
slnks, bow stlcky lt ls
x oevlse ways to sort
materlals lnto categorles
on tbe basls ot less
obvlous propertles e.g.
recyclable / nonrecyclable,
natural / maoe

5.*$)#.+3&
)$."*&.%6&
"1.%/$&#%&.&
7.)#$*,&'8&
=.,3
x talk about wbat tblngs
look llke atter tbey bave
watcbeo tbem cbange e.g.
lce-cream meltlng

x observe, oescrlbe ano
recoro some ot tbe
tamlllar cbanges tbat occur
ln materlals e.g. olssolvlng
(sugar ln tea), beatlng /
burnlng (breao to toast to
cbarcoal), mllng (tlour
ano eggs to pancakes),
evaporatlng (bolllng water
to steam), conoensatlon
on wlnoows, meltlng,
cooklng eggs, treezlng

x oescrlbe some ways ln
wblcb tbe propertles ot
materlals may be cbangeo,
ano bow tbey cbange e.g.
wettlng paper makes lt
tear easlly, cooklng eggs
makes tbelr yolks baro,
leavlng metal ln tbe raln
can make lt go rusty

D(4.%3&(3$&
4.*$)#.+3&.%6&
*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3&

x unoerstano tbat tamlllar
materlals ano objects are
sulteo to partlcular
purposes e.g. paper tor
wrltlng / cuttlng / glulng /
tololng, towel tor orylng,
glue stlck tor stlcklng
paper

x communlcate approprlate
cbolces ot objects ano
materlals tor tamlllar
actlvltles e.g. clotblng
sulteo to wet weatber,
toys sulteo to tbe batb or
pool

x eplaln wby common
materlals are useo ln
partlcular sltuatlons e.g.
clotblng, sunscreen, glass
tor wlnoows, packaglng
materlals


Poss|5|e |eorn|ng contexts
Wbat are some oltterent ways tbat tblngs cbange? Wbat olssolves? Wbat's lt maoe ot? Wbat bappens to oltterent
tblngs wben you cbange tbe temperature? Wbat makes a gooo cbalr?*, Does lt matter wbat lt's maoe ot?* (* denotes
L7AC |eorn|ng sequencej

Somp|e |eorn|ng oct|v|t|es
!*)("*()$&.%6&<)'<$)*#$3&'8&4.*$)#.+3&
x sortlng toys lnto groups baseo on tbe materlal tbey are maoe trom (e.g. paper, glass, wooo, plastlc) ano uslng
K|dsp|rot|on SuperGrouper to make a recoro ot tbelr tlnolngs
x sortlng objects on tbe basls ot obvlous pbyslcal attrlbutes e.g. blg / small, wet / ory, colour, muslc /speecb, baro /
sott
x loentltylng, oescrlblng ano categorlslng objects uslng teely bags
x playlng 'guess my object', oescrlblng tbe cbaracterlstlcs ot your object (wblcb must be ln tbe room) to a partner
x oescrlblng an object ln terms ot lts sbape, colour, teture, slze ano smell, so tbat a classmate can recognlse lt
x sortlng tamlllar materlals lnto groups on tbe basls ot less obvlous cbaracterlstlcs e.g. teture, runny or baro
x testlng ano sortlng tloaters ano slnkers lnto groups ano oescrlblng tbelr observatlons orally or plctorlally
x lnvestlgatlng tbe propertles ot a range ot everyoay materlals sucb as tabrlc, metals, plastlc ano glass
27
x preolctlng, wltb reasons, ano recorolng wbetber a range ot objects bave a partlcular cbaracterlstlc e.g. wlll tloat or
slnk, wlll absorb water, wlll roll
x grouplng plastlcs, metals, wooo, powoers etc. accorolng to propertles sucb as baroness, tlelblllty, solublllty or
lustre
x uslng K|dP|x to oraw a set ot objects wltb a common cbaracterlstlc

5.*$)#.+3&)$."*&.%6&"1.%/$&#%&.&7.)#$*,&'8&=.,3
x orawlng a plcture to sbow wbat bappens wben lce or lce-cream melts
x suggestlng ways to make an lceblock melt
x preolctlng ano observlng cbanges trom llqulo to sollo e.g. make jelly, treeze a orlnk bottle
x lnvestlgatlng bow tblngs cbange wben water ls aooeo e.g. pour water on sano, aoo artlcles maoe ot oltterent
materlals sucb as tabrlc, wooo ano plastlc to olscover wblcb tblngs get wet or stay ory
x olscusslng cbanges tbey observeo ourlng cooklng e.g. mllng lngreolents, baklng ln oven, maklng breao, settlng ot
jelly wbllst maklng trog ln a pono
x baklng breao or maklng tlavoureo lceblocks to sbow bow materlals cbange as conoltlons cbange
x orylng tlowers
x lnvestlgatlng bow tblngs kept ln a trloge stay tresber longer tban lt lett ln a warm room e.g. uslng tbelr senses to
monltor tbe cbanges ln mllk tbat ls retrlgerateo compareo wltb mllk tbat ls lett ln a warm room
x lnvestlgatlng bow to stop an lceblock trom meltlng, or bow to keep tlsb ano cblps warm
x lnvestlgatlng bow some cbanges can be reverseo e.g. meltlng ano resettlng cbocolate or lce
x preolctlng ano eperlmentlng wltb olssolvlng common prooucts ln water (e.g. sugar, cottee, jelly crystals, sano,
soll, rocks) ano recorolng tbe cbange tbat occurs (e.g. colour, smell, solublllty)
x uslng past eperlences to suggest ways to cbange materlals e.g. suggests baklng to cbange blscult oougb lnto
blscult, mllng palnts to make new colours

D(4.%3&(3$&4.*$)#.+3&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x sortlng oltterent tamlllar materlals accorolng to tbelr use e.g. clotbes tor wearlng / keeplng warm, turnlture tor
slttlng on or tor storage, tooo tor eatlng
x maklng objects uslng a varlety ot materlals lncluolng paper, plastlc, tabrlc ano wooo
x applylng tbelr knowleoge ot propertles to cboose sultable materlals to make an loentltleo object e.g. mooel boat
(coulo consloer sbape, bow waterproot) or bouse (coulo consloer stronger caro belng neeoeo tor sloes), jumper
tor Teooy
x loentltylng oltterent objects tbat coulo be useo tor tbe same purpose e.g. Wbat coulo we orlnk out ot? Wbat
coulo we ml tblngs ln? Wbat coulo we make a sblrt out ot? Wbat coulo we carry our teooles ln?
x reaolng about bow people prepare ano spln wool to make clotblng
x oeslgnlng ano orawlng a luncbbo tbat wlll keep tbelr luncb cool, eplalnlng wby tbey selecteo partlcular materlals
ano sbapes
x reportlng on wby ano bow people ln partlcular occupatlons use tbe materlals tbat tbey oo
x maklng popcorn to observe ano oescrlbe a way tbat beat promotes cbange
x oescrlblng bow tbey maoe mooelllng clay or toll tloat or slnk, ano glvlng tbelr own eplanatlons ot wby tbat
workeo
x eplorlng conoensatlon by wrltlng ln tbe conoensatlon on a wlnoow or breatblng on a colo mlrror ano otterlng
eplanatlons tor wbat ls bappenlng


28
Stanoaro onesclence as a booy ot knowleogellvlng tblngs
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&'%$& !*./$&*='& !*./$&*1)$$&
01$&3*)("*()$&
.%6&
"1.)."*$)#3*#"3&
'8&+#7#%/&*1#%/3&
.88$"*&*1$#)&
:$1.7#'()&.%6&
8(%"*#'%#%/&

x unoerstano tbat llvlng
tblngs bave certaln neeos
to keep tbem allve e.g.
tooo, water, alr, sbelter

x oescrlbe tbe tunctlon ot
common booy parts, ano
bow tbey belp organlsms
obtaln tbelr neeos e.g.
eyes tor seelng, nose tor
smelllng, legs tor movlng

x unoerstano tbat llvlng
tblngs bave oltterent
cbaracterlstlcs at oltterent
tlmes ot tbelr llves e.g.
trog llte cycle, cbanges
wltb age

2&6#7$)3$&).%/$&
'8&+#7#%/&*1#%/3&
1.7$&$7'+7$6&'%&
*1$&>.)*1&

x unoerstano tbat tbere are
oltterent groups ot llvlng
tblngs e.g. plants, tlowers,
lnsects, trogs

x oescrlbe some ot tbe
ways ln wblcb tblngs ln
tbe worlo can be groupeo
e.g. plant / anlmal

x group llvlng tblngs ln
oltterent ways e.g. tur / no
tur, legs / no legs, leaves /
neeoles

D(4.%3&
#%*$)."*&=#*1&
$"'3,3*$43;&
.%6&*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3&

x unoerstano tbat oltterent
tamlllar envlronments
bave oltterent
cbaracterlstlcs e.g.
beacbes bave sano, busb
bas lots ot trees

x oescrlbe tbe klnos ot
llvlng tblngs tbat are llkely
to be touno ln common
envlronments

x oescrlbe bow llvlng tblngs
rely on tbelr non-llvlng
envlronment ano bow
bumans may lmpact on
tbls relatlonsblp e.g.
movlng rocks means tbat
crabs bave notblng to
protect tbem trom tbe
sun ano blros


Poss|5|e |eorn|ng contexts
How ooes my garoen grow?*, Hlooen treasures?*, My booy: a gooo sensory oetectlve?*, Pets: a matter ot care*, Wbat
oo anlmals neeo to survlve? Wby oon't caterplllars ano taopoles get olo? How can | tell lt sometblng ls a plant or
anlmal? Wby oo crabs llve at tbe beacb? (* denotes L7AC |eorn|ng sequencej

Somp|e |eorn|ng oct|v|t|es
01$&3*)("*()$&.%6&"1.)."*$)#3*#"3&'8&+#7#%/&*1#%/3&.88$"*&*1$#)&:$1.7#'()&.%6&8(%"*#'%#%/&
x unoerstanolng tbat llvlng tblngs bave neeos e.g. tbe bean plant neeos water, tbe golotlsb neeos tooo
x growlng plants wltb ano wltbout water
x recognlslng ano lnvestlgatlng tbe baslc neeos ot llvlng tblngs e.g. preolcts ano tests wbetber a seeo woulo
germlnate lt lt bas no sun, llsts requlrements tor looklng atter a pet
x sbowlng approprlate booy teatures ln orawlngs maoe uslng Artoge e.g. two eyes, one nose, one moutb, two
ears
x uslng slmple mooels ano toys tbat lnvolve puttlng a person or anlmal back togetber
x engaglng ln actlon games relateo to booy parts e.g. Heao ano sbouloers, knees ano toes, Slmon says
x maklng tllp books to create anlmals wltb oltterent cbaracterlstlcs
x observlng, loentltylng ano comparlng parts ot common plants ano anlmals e.g. boot, snout, petal, paw, tln, wlng,
leat, seeo, stem
x comparlng tbe maln structures ot plants ano anlmals ano loentltylng tbelr tunctlons e.g. legs tor runnlng, roots tor
staylng ln tbe grouno, eyes ano ears tor collectlng lntormatlon, tlowers to attract lnsects
x olscusslng ano trlalllng bow tbey woulo cope lt tbe use ot a partlcular booy part was llmlteo e.g. bllnotoloeo, wrlte
/ oraw wltb non-preterreo bano
x uslng pbotos to make a tlmellne trom blrtb to present oay sbowlng bow tbey / a classmate / tbelr teacber / a pop
star bas cbangeo
x keeplng a journal ot orawlngs / pbotos / transcrlbeo oescrlptlons to sbow tbe stages ot growtb ln a plant or anlmal
tbey bave careo tor (e.g. suntlower seeo, sllkworm, mealworm) uslng MoxWr|te
x oescrlbe tbe oltterent stages ln tbe llte cycle ot some anlmals tbat tbey are tamlllar wltb e.g. motbs ano buttertlles
29
x placlng plctures ot eggs, taopoles ano trogs ln tbe correct llte cycle oroer
x growlng a suntlower ln tbe classroom, maklng oally observatlons ano keeplng a pbotograpblc recoro ot lts growtb
e.g. marks on a stlck
x matcblng aoult ano juvenlle pbotos e.g. borse / toal, trog / taopole, seeo / gum tree

2&6#7$)3$&).%/$&'8&+#7#%/&*1#%/3&1.7$&$7'+7$6&'%&*1$&>.)*1&
x maklng a collage tbat sbows oltterent groups ot llvlng tblngs
x cbooslng tbe anlmals wblcb are blros trom a range ot plctures
x llstenlng to storles or watcblng DvDs about oltterent llvlng tblngs
x looklng tbrougb books tbat bave plctures ot tamlllar ano untamlllar llvlng tblngs
x maklng a class olsplay ot plants
x sortlng ano namlng plctures ot oltterent klnos ot llvlng tblngs e.g. tlsb, blros, tlowers
x playlng celebrlty beaos, wbere tbey are oltterent klnos ot anlmals
x reaolng Wbo or wbat am |? type books ano guesslng wbat tbe anlmal ls
x loentltylng trom a plcture book an anlmal tbey bave seen on tbe Tv or at tbe wllollte park
x grouplng pbotos ot tblngs trom tbe playgrouno ln oltterent ways, e.g. leaves / neeoles, legs / no legs
x use tbe Learnlng Feoeratlon object, Corden detect|ve: Austro||on gorden, to loentlty ano group lnsects

D(4.%3&#%*$)."*&=#*1&$"'3,3*$43;&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x golng on an ecurslon to tbe beacb, taklng olgltal pbotos ano later oescrlblng wbat tbe beacb was llke (e.g. lt bas
sano, water, sbells) ano maklng a recoro ot tbelr observatlons uslng Mlcrosott PhotoStor,
x orawlng plctures ot some llvlng tblngs tbey bave seen on an ecurslon e.g. people, sbeep, cows, kangaroo, tree
x placlng anlmal cut-outs ln tbe correct envlronment on a poster e.g. tlsb ln water
x vlewlng books / DvDs / websltes tbat sbow tbe anlmals tbat llve ln a partlcular envlronment e.g. coral reet,
Antarctlca
x maklng a mooel ot a common envlronment tbat lncluoes llvlng tblngs tbat woulo normally be touno tbere e.g. a
oesert mooel may lncluoe camels ano palm trees, a rlver mooel may lncluoe tlsb, platypuses, yabbles
x olscusslng wbat oltterent klnos ot llvlng tblngs neeo to bave ln tbelr envlronment e.g. tooo, water, sbelter, alr
x olscusslng bow to care tor a class pet ano bow to act near lt
x oeslgnlng ano constructlng a mooel sbowlng wbat a partlcular llvlng tblng neeos to bave ln lts envlronment e.g. a
bome tor a mlnl beast, a zoo enclosure, a Tasmanlan oevll
x uslng tbe Learnlng Feoeratlon object, Where do frogs |o, the|r eggs? to eplore natural ano maoe envlronments
wbere trogs mlgbt llve

30
Stanoaro onesclence as a booy ot knowleogeeartb ano space
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&'%$& !*./$&*='& !*./$&*1)$$&
>.)*1&.%6&
3<."$&1.7$&
"1.)."*$)#3*#"&
8$.*()$3&.%6&
<.**$)%3&'8&
."*#7#*,
x loentlty a varlety ot
teatures ot tbe Lartb ano
sky e.g. mountaln, beacb,
garoen, rlver, sun, moon,
star, clouos

x sbare tbelr loeas about
some easlly observable
patterns ot tbelr pbyslcal
envlronment e.g. weatber,
oay ano nlgbt, seasonal
cbange, cbanges to tbe
moon

x use terms tbat loentlty ano
oescrlbe varlous tamlllar
ano non-tamlllar teatures
ot tbe Lartb e.g. soll,
rocks, oceans, oams, tloes,
lcebergs, clouos, glaclers,
oeserts

>.)*1&.%6&
3<."$&3,3*$43&
"'%*#%($&*'&
:$&31.<$6&:,&
*1$&"1.%/$3&
*1$,&
$A<$)#$%"$
x loentlty obvlous cbanges
tbat occur on tbe Lartb
e.g. oay ano nlgbt, raln ano
sun

x oescrlbe obvlous events
ano loentlty baslc cause
ano ettect relatlonsblps
tbat occur on tbe Lartb
ano ln tbe sky e.g. lt ls
nlgbt-tlme because tbe sun
bas set, tbe trees oon't
bave any leaves because lt
ls autumn

x eplore ano oescrlbe
sbort ano longer term
patterns ot events tbat
occur on tbe Lartb ano ln
tbe sky e.g. seasons, soll
eroslon, orougbt, tlooo,
cbanges ln tbe moon's
appearance, movement ot
tbe sun, tloes

D(4.%3&(3$&
*1$&>.)*1&.%6&
*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3
x oescrlbe some ot tbe
actlvltles tbat occur ln
tamlllar envlronments e.g.
playlng ln tbe park,
bullolng sano castles at tbe
beacb, plcklng tlowers ln
tbe garoen, maklng tblngs
ln tactorles

x olscuss some ot tbe ways
ln wblcb tbey make use ot
tbe Lartb ano take care ot
lt e.g. plck up rubblsb ln
tbelr playgrouno, plant
trees to glve sbaoe

x eplaln some ways ln
wblcb tbey can care tor
tbelr lmmeolate
envlronment ano wby tbls
ls lmportant e.g. by taklng
responslblllty tor tbe
plants ano sbrubs ln an
area near tbelr classroom,
recycllng paper ln tbelr
classroom


Poss|5|e |eorn|ng contexts
Weother |n m, wor|d
#
, How bas our rlver cbangeo? Wbat's ln tbe sky? How ooes tbe moon cbange? How oo we know
tbe season ls cbanglng? Wbat bappens to tbe sun ano moon wbllst | am sleeplng? How can we group oltterent rocks?
Wby sboulo | care tor my envlronment? (
#
denotes o Pr|mor, Connect|ons un|tj

Somp|e |eorn|ng oct|v|t|es
>.)*1&.%6&3<."$&1.7$&"1.)."*$)#3*#"&8$.*()$3&.%6&<.**$)%3&'8&."*#7#*,&
x telllng an aoult about tbe nlgbt sky or orawlng a plcture sbowlng teatures ot tbe sky (e.g. sun, moon) atter
eplorlng tbe Learnlng teoeratlon object, uo, sk, n|ght sk,
x loentltylng varlous natural teatures ano pbenomena ln plctures e.g. mountalns, rlvers, ralnbows
x taklng sample bottles ot solls trom oltterent locatlons
x accesslng lntormatlon sources (e.g. books, DvDs) about teatures ot tbe Lartb e.g. mountalns, oceans, oeserts
x loentltylng common teatures ot tbe oay ano nlgbt sky (e.g. clouos, sun, oltterent sbapes ot tbe moon, stars) ano
olscusslng tbelr personal actlvltles at oltterent tlmes
x loentltylng oltterences between tbe sun ano tbe moon
x observlng ano oescrlblng a beacb envlronment, partlcularly tloal cbanges
x olscusslng ano lnvestlgatlng bow buman or anlmal lltestyles are attecteo by weatber or envlronmental conoltlons
e.g. Peop|e weor coots ond use um5re||os when |t |s ro|n|ng, Cro5s h|de under rocks when the t|de |s out.
x sbarlng a blg book tbat oescrlbes oltterent natural envlronments ano bow people llve ln /use tbem
x cbooslng clotblng sultable tor partlcular weatber / envlronments ano eplalnlng wby tbey are sultable e.g.
eplalnlng wbat Teooy woulo wear to tbe beacb on a bot oay&ln&summer
31
x collectlng an assortment ot natural ano manutactureo objects on a nature walk ano sortlng tbem ln oltterent ways
e.g. natural tblngs / manutactureo tblngs, rocks / sbells / plant parts
x bullolng a town ln a sanoplt, lncluolng some ot tbe teatures observeo ln tbe local area e.g. roaos, bllls, rlver, ano
oescrlblng ano namlng tbe teatures to an aoult
x creatlng lanoscapes ot natural teatures or envlronments e.g. ln sano, as a class collage, by computer grapblcs
x use tbe Learnlng Feoeratlon object, So|| t,pes, to eamlne tbe propertles ot sano, loam ano clay ano see wblcb ls
best tor bullolng a sano castle

>.)*1&.%6&3<."$&3,3*$43&"'%*#%($&*'&:$&31.<$6&:,&*1$&"1.%/$3&*1$,&$A<$)#$%"$&
x telllng an aoult bow oay ls oltterent trom nlgbt
x palntlng ano eplalnlng plctures tbat communlcate tbelr unoerstanolng ot oay ano nlgbt, lncluolng relevant teatures
ano corresponolng actlvltles
x lnvestlgatlng oltterences between oay ano nlgbt tbrougb olrect observatlon ano olscusslon
x observlng ano recorolng oally weatber conoltlons tor a montb e.g. uslng plctures, pbotos, symbols, wrltlng
x collectlng oata on local weatber patterns, representlng lt electronlcally ano relatlng lt to actlvltles ln oally llte,
sbowlng bow tbelr llte ano tbat ot otbers ls attecteo e.g. wearlng a bat ano sunscreen outsloe
x comparlng tbelr own oally weatber reports wltb tbose ln newspapers, on televlslon, tbe lnternet ano tbe raolo
x talklng about seasonal cbange ln relatlon to events sucb as seasonal bolloays, oltterent people's blrtboays
x orawlng, or cuttlng trom magazlnes, a serles ot plctures to sbow cbanges over a perloo ot tlme e.g. one oay, one
year
x observlng ano oescrlblng cbanges tbat occur at regular ano lrregular lntervals e.g. tloes, waves, llgbtnlng ano
tbunoer, leaves talllng to tbe grouno, amount ot sun ln a room, ralnbows, sunsets, mlst ano tog
x constructlng a slmple sunolal ano uslng lt to tell tbe tlme
x maklng connectlons between oally actlvltles ano tbe posltlon ot tbe sun tbrougb actlvltles sucb as llstenlng to
storles trom olverse cultures ano blstorlcal tlmes e.g. wben people eat / work
x namlng ano loentltylng teatures ot tbe oltterent seasons e.g. wbat tbe weatber ls llke, wbat plants tbey see
x loentltylng ano reportlng on a range ot local envlronmental cbanges over tbe oltterent seasons e.g. rlver tlow,
lengtb ot oaytlme, plants ln tlower

D(4.%3&(3$&*1$&>.)*1&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3
x matcblng a range ot events to tbelr oally actlvltles e.g. When the t|de |s out ,ou hove to wo|k further to sw|m. When |t
|s ro|n|ng ,ou p|o, |ns|de. When |t |s n|ght ,ou go to s|eep.
x observlng ano partlclpatlng ln actlvltles carrleo out ln oltterent natural envlronments ano conoltlons e.g. tlylng kltes
ln tbe wlno, tbrowlng rocks ln rlvers, plantlng / waterlng / olgglng ln tbe garoen
x learnlng routlnes tor carlng tor tbe natural envlronment e.g. puttlng rubblsb ln blns, uslng water wlsely, uslng
recycllng contalners
x partlclpatlng ln actlvltles to take care ot tbelr envlronment e.g. lltter clean-ups, tree plantlng
x lnvestlgatlng ano partlclpatlng ln ways tbat people use resources trom tbe natural envlronment e.g. water tor
orlnklng ano wasblng / trees tor wooo, paper ano sbaoe / plants tor tooo /collectlng sbells, teatbers, rocks or
leaves
x loentltylng ways tbat natural pbenomena attect tbelr llves e.g. wlno orles clotbes, 'salls' boats, blows trees oown,
messes up your balr / raln makes tbe garoen grow, makes lt muooy outsloe, makes you wet
x observlng ano olscusslng some ways ln wblcb bumans attect natural envlronments e.g. cuttlng grass, bullolng
bouses, maklng roaos
x worklng togetber to complle a llst ot tbe many ways tbat we use water
x loentltylng oltterences between natural ano bullt teatures ano / or objects e.g. orawlng a natural envlronment ano
aoolng cut out plctures ot manutactureo objects sucb as seats ano cars
x llstenlng to someone wbo bas llveo ln tbe area tor many years talk about bow tbe local envlronment bas cbangeo
as tbey bave grown up ano bow tbls bas attecteo tbelr actlvltles
x olscusslng bow ano wby people cbange envlronments to sult tbelr neeos e.g. oams, tarms
x comparlng olo ano recent pbotos ot tbelr bome or scbool area ano commentlng on cbanges tbat bave occurreo

32
33






Sclence
Stanoaro two

34
Stanoaro two sclence overvlew
Stuoents worklng wltbln stanoaro two recognlse appllcatlons ot sclence ln tbelr everyoay llte. Tbey
unoerstano tbat sclentlsts lnvestlgate ln oroer to try to eplaln tbelr observatlons. Stuoents worklng wltbln
stanoaro two questlon wby tblngs are as tbey are ano, wltb teacber guloance, carry out lnvestlgatlons to
eplore a varlety ot sclentltlc pbenomena. Tbey oevelop tbelr unoerstanolng ot tbe sclentltlc lnqulry process
as tbey work tbrougb stanoaro two.
Stanoaro twosclence as a buman enoeavour
Stuoents worklng wltbln stanoaro two are more aware ot tbe place ot sclentlsts ln tbe worlo ot work,
partlcularly ln tbelr own communlty. For eample, tbey may recognlse tbat pollce collect evloence to solve
crlmes, or tbat researcb boats are collectlng lntormatlon about bow many wbales are ln tbe ocean. Tbey
are becomlng more aware ot tbe oltterence between tact ano tlctlon, ano are beglnnlng to unoerstano tbat
sclence values tlnolng out about tbe worlo tbrougb talr, loglcal ano evloenceo-baseo lnvestlgatlons.
Stuoents worklng wltbln stanoaro two recognlse sclentltlc aspects ot tbelr everyoay actlvltles. For eample,
tbey mlgbt state tbat tbey were worklng llke sclentlsts because tbey trleo growlng plants ln tbe oark ano ln
tbe llgbt. Tbey recognlse some appllcatlons ot sclence tbat tbey encounter ln tbelr everyoay actlvltles. For
eample, tbey mlgbt comment tbat tbelr sboes bave soles tbat make tbem grlp better.
Stuoents worklng wltbln tbls stanoaro largely see tbe worlo trom tbelr own perspectlve. Tbrougb class
olscusslon, tbey can be leo to consloer communlty lnterests ano neeos, ano oevelop awareness tbat tbey
bave a sbareo responslblllty tor tbe quallty ot tbelr lmmeolate envlronment ano tor conservlng resources.
Tbey begln to unoerstano tbat prooucts ano actlons can bave posltlve or negatlve lmpacts on tbe
envlronment ano loentlty some slmple systems. For eample, tbey may eplaln wby a paper recycllng
program ls operatlng ln tbelr scbool or lnvestlgate tbe use ot water ano tben suggest ways to conserve
water ln tbe broaoer communlty. Tbey take sbareo responslblllty ln carlng tor tbelr lmmeolate envlronment
ano conservlng resources.
Stanoaro twosclentltlc lnqulry
At stanoaro two, stuoents stlll neeo consloerable teacber support wben conouctlng sclentltlc lnqulrles.
Stuoents observe ano questlon numerous aspects ot tbe worlo arouno tbem. For eample, a class garoen
on tbe wlnoow slll may leao tbem to ask questlons about bow plants grow. Wltb teacber support ano
promptlng tbey are able to turn tbelr questlons lnto ones sultable tor lnvestlgatlon.
At stanoaro two, stuoents partlclpate ln teacber-guloeo lnqulrles. Tbey are able to tollow a sbort sequence
ot steps provloeo by tbe teacber, to conouct an lnvestlgatlon. For eample, tbey may use a reclpe tbat tbe
teacber provloes to make sllme ano tben try cbanglng quantltles to see lt tbey can proouce better sllme. At
tbe upper stages ot stanoaro two, stuoents can collaborate to oeslgn tbelr own slmple lnqulrles lnto
everyoay sltuatlons. For eample, tbey may ask Whot do p|onts need to grow? Stuoents worklng wltbln tbls
stanoaro bave an lntultlve unoerstanolng ot talrness ano know tbat repeatlng a test more tban once
lncreases tbe accuracy ot tbelr concluslons. |t tbey are prompteo by belng glven a range ot optlons, tbey can
loentlty a cbange tbat woulo make an lnvestlgatlon talrer.
Stuoents tollow teacber olrectlons to recoro ano present oata. Tbey use a varlety ot equlpment to make
measurements, uslng oltterent unlts, wblcb may lncluoe lntormal unlts ot measurement, tor oltterent
purposes. Tbey master a number ot new tools ano skllls tbat allow tbem to collect a wloer varlety ot oata.
For eample, tbey may use a class mlcroscope to vlew sugar crystals or a balr, or tbey may use leaos ano a
meter ln electrlclty lnvestlgatlons.
Stuoents worklng wltbln stanoaro two make preolctlons about wbat mlgbt bappen ln tbelr lnvestlgatlons. At
tbe early stages ot tbe stanoaro tbelr preolctlons are prlmarlly guesses. As tbey move tbrougb tbe stanoaro
tbelr sclence loeas ano eperlence grow ano tbey glve more plauslble reasons tor tbelr preolctlons, even
35
tbougb tbelr suggestlons may be lncorrect. For eample, tbey may suggest tbat wben we aoo an etra
battery to our clrcult, tbe globe wlll be brlgbter because lt one battery makes weak llgbt more batterles wlll
make tbe llgbt strong.
Stanoaro two stuoents collect ano classlty, uslng lncreaslngly sclentltlc cbaracterlstlcs. For eample, tbey
may group anlmals on tbe basls ot tbelr babltat or booy coverlng ratber tban colour or slze. Tbey are able
to organlse ano lnterpret tbelr oata, lnltlally tbrougb tbe teacber provlolng templates ano asklng leaolng
questlons. For eample, wben collectlng oata on scboolyaro bloolverslty tbey come to unoerstano tbat on a
plctograpb tbe column wltb tbe most plctures sbows tbe most common organlsm.
Tbey oraw concluslons tbat are stralgbttorwaro ano largely result trom class olscusslon. Tbelr justltlcatlon
may be a statement ot wbat tbey observeo. For eample, tbey may report tbat tbe car wltb tbe tblnner
wbeels was best because lt went tbe turtbest. At tbe upper stages ot stanoaro two tbey attempt to eplaln
tbelr results ano tbey know tbat oltterent lnterpretatlons ot oata are posslble. For eample, tbey may
recognlse tbat one group ot stuoents lnvestlgatlng bow to clean water coulo concluoe tbat Metboo X ls
best because tbat water was tbe clearest ano bao tbe tewer blts tloatlng ln lt, wbereas anotber group coulo
say tbat tbe water may look clear but can stlll contaln germs, so lt ls not really tbe cleanest.
Stuoents compare tbelr results wltb tbose ot tbelr class mates ano wltb tbelr preolctlons, notlng tbat some
people obtalneo oltterent or 5etter results tban otbers. Movlng tbrougb stanoaro two, stuoents come to
unoerstano tbat some varlatlon ln results ls to be epecteo. For eample, tbey note tbat some seeos ole
wblle otbers grow even ln tbe same spot on tbe wlnoow slll wltb tbe same conoltlons. At tbe upper stages
ot stanoaro two tbey suggest reasons wby sucb varlatlon mlgbt occur.
At tbe upper stages ot stanoaro two, stuoents can be prompteo to loentlty wbat went well ln tbelr
lnvestlgatlon ano wbere olttlcultles ano sources ot untalrness were encountereo, ano to suggest bow ano
wby tbey woulo oo tblngs oltterently ln tuture. For eample, wben maklng a tllm canlster rocket tbey may
suggest cbanglng tbe tlns ano nose cones to lmprove lts tllgbt. Wben prompteo, tbey recognlse posslble
sources ot blas ln oata. For eample, wben vlewlng an aovertlsement comparlng oetergents tbey recognlse
tbat Detergent A seems to be best but tbat tbe olsbes lt was useo on may not bave been as olrty to begln
wltb, so lt may not really be better.
Stanoaro twosclentltlc communlcatlon
At stanoaro two, stuoents collect lntormatlon trom a range ot tets ano tbrougb tbelr own lnvestlgatlons.
Tbey begln to select tets tbat wlll answer tbelr sclence questlons. At tbe upper eno ot stanoaro two, wltb
teacber guloance, tbey begln to sbow an awareness tbat lntormatlon can be presenteo ln a way tbat
lntluences a reaoer/vlewer's tblnklng.
Stuoents begln to collect lntormatlon ano recoro tbelr oata ano tlnolngs ln a more tormal way. For eample,
tbey can keep a journal ot tbelr lnvestlgatlons, lnltlally uslng a teacber template, or take regular pbotos ano
organlse tbem on a computer. Tbey lncluoe labels on tbelr olagrams / plctures to blgbllgbt lmportant
aspects ot an object, uslng sclentltlc language tbat ls approprlate to contets tbey bave stuoleo. For
eample, tbey may label tbe beao, tbora ano aboomen on a olagram ot an lnsect.
Stuoents worklng wltbln stanoaro two sbare ano begln to more clearly communlcate tbelr observatlons,
results, loeas ano unoerstanolngs. Tbey are beglnnlng to use a varlety ot presentatlon torms to
communlcate tbe results ot tbelr lnvestlgatlons, uslng sclentltlc termlnology approprlately. Presentatlon
metboos may lncluoe grapblc organlsers, spoken presentatlons, tormal sclentltlc reports, ano reports ln
otber styles, sucb as a letter, meola report, Mlcrosott PowerPo|nt presentatlon, art work or orama
presentatlon.
Stanoaro twosclence as a booy ot knowleoge
Stuoents worklng wltbln stanoaro two make some connectlons between sclence concepts ano wbat tbey
see ln tbe worlo arouno tbem. Tbey are amasslng loeas ano unoerstanolngs about bow tblngs work.
36
Stanoaro twosclence as a buman enoeavour
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&8'()& !*./$&8#7$& !*./$&3#A&
!"#$%*#3*3&=')B;&
*1#%B;&#%9(#)$&.%6&
B%'=&#%&
<.)*#"(+.)&=.,3&&
&
x unoerstano tbat
sclentlsts lnvestlgate tbe
worlo ln a partlcular way

x unoerstano tbat sclence
values lnvestlgatlons tbat
are baseo on evloence

x unoerstano tbat sclence
values lnvestlgatlons tbat
are talr, ano are baseo on
evloence ano loglcal
reasonlng

2<<+#".*#'%3&'8&
3"#$%"$&1.7$&
31.<$6&.%6&
"1.%/$6&*1$&
=')+6&
&
x oescrlbe tbe work ot a
partlcular sclentlst ano
eplaln wby lt ls usetul

x oescrlbe some ot tbe ways
tbat appllcatlons ot sclence
are useo ln tbelr
communlty e.g. obtalnlng
clean orlnklng water

x eplore bow tbey are
engaglng ln sclence ln tbelr
lnterests ano actlvltles
wltbln ano beyono scbool
x eplore tbe place ot
sclence ln tbe work ot
people ln tbelr communlty

2<<+#".*#'%3&'8&
3"#$%"$&1.7$&
3,3*$43&#4<."*3&
&
x loentlty some tblngs tbat
mlgbt bave a posltlve or
negatlve lmpact on tbe
worlo, ano unoerstano
tbat tbey sboulo be
responslble ano carlng ln
tblngs tbat tbey oo

x recognlse some ot tbe
ways tbey botb rely ano
lmpact on tbelr lmmeolate
envlronment ano loentlty
ways to be more
responslble tor
sustalnablllty ln tbelr bome
or scbool

x oemonstrate tbelr sbareo
responslblllty tor tbe
quallty ot tbelr lmmeolate
envlronments ano ln
conservlng resources,
unoerstanolng tbat tbey
are part ot a system

Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge, |s necesslty tbe motber ot all lnventlons?* (* denotes
L7AC |eorn|ng sequencej

Somp|e |eorn|ng oct|v|t|es
!"#$%*#3*3&=')B;&*1#%B;&#%9(#)$&.%6&B%'=&#%&<.)*#"(+.)&=.,3&&
x looklng at a tet ano olscusslng wbat mlgbt be tantasy or tlctlon ano wbat mlgbt be tact answerlng questlons sucb
as: Wbere oo tacts come trom? How can we cbecksenses, observatlon, eperlment, epert, tet? How mlgbt we
class tblngs tbat we 'know' to be tact or tlctlon?
x consloerlng bow a sclence lnvestlgatlon mlgbt be oltterent trom a blstory lnvestlgatlon |s lt wbat we are looklng
at or bow we oo lt? Wbat oo sclentlsts value? (evloence, loglcal reasonlng)
x watcblng eamples trom televlslon sbows to belp eplaln bow sclentlsts conouct eperlments
x eplorlng some ot tbe oltterent lnstruments sclentlsts mlgbt use to tlno tblngs out (e.g. mlcroscope or olgltal
mlcroscope) ano looklng at wbat lnstruments tbey are uslng ln tbelr eperlments
x seelng tbemselves as sclentlsts wben conouctlng lnvestlgatlons ano belng able to oescrlbe wby lt ls sclence e.g. lt |s
sc|ence 5ecouse l osked o quest|on, co||ected ev|dence ond mode o conc|us|on or 5ecouse l used pred|ct l o5serve l exp|o|n
x role playlng a partlcular sclentlst or telllng a story as lt tbey were a sclentlst e.g. A oay ln tbe llte ot a sclentlst
x oeveloplng a class sclence cooe ot practlce e.g. be talr, be observant, be caretul, be accurate, be loglcal, be bonest

2<<+#".*#'%3&'8&3"#$%"$&1.7$&31.<$6&.%6&"1.%/$6&*1$&=')+6&
x lntervlewlng a person ln tbelr tamlly ano asklng tbem wbat appllcatlons ot sclence tbey are uslng ln tbelr oay ano
uslng a olgltal camera to capture tbe lntervlew
x looklng at wbat sclence ano / or tecbnology people are uslng ln oltterent jobs (e.g. pollce, tlre tlgbter, tarmer,
ooctor, bulloer, baker, sbopkeeper) ano olscusslng wbetber tbe person woulo be able to oo tbelr job wltbout lt
x eplorlng tbe ways oltterent appllcatlons ot sclence are useo ln tbe communlty e.g. transport, tooo, meolclne

37
2<<+#".*#'%3&'8&3"#$%"$&1.7$&3,3*$43&#4<."*3&
x eplorlng some lnterconnectlons between people, plants, anlmals ano tbe envlronment (e.g. on a tarm) ano uslng
K|dsp|rot|on to organlse tbelr tlnolngs
x loentltylng actlvltles tbat mlgbt conserve resources (e.g. turnlng ott llgbts, walklng to scbool, compostlng, wearlng
jumpers wben colo) ano tbose tbat mlgbt be wastetul (e.g. too mucb packaglng, wastlng water, beatlng rooms tbat
are not useo, tbrowlng out tooo) lncluolng by uslng tbe Learnlng Feoeratlon objects, Woter uses ano Woter motters
x olscusslng tbe ways tbat tbey mlgbt bave an lmpact on tbelr lmmeolate envlronment e.g. by orawlng a cbart
sbowlng all tbe tblngs tbey use or take lnto tbelr booles (lnputs sucb as alr, water, tooo, clotblng, toys) ano all tbe
tblngs tbat tbey tbrow away or epel trom tbelr booles (outputs sucb as CO
2
, rubblsb)
x loentltylng actlvltles tbat bave posltlve ano negatlve lmpacts e.g. Cutt|ng down trees |ets us moke poper ond houses 5ut
tokes owo, ho5|tot for on|mo|s ond 5|rds. or Us|ng cors prov|des us w|th tronsport 5ut couses po||ut|on ond use of
resources.
x lmaglnlng lnventlons tbat mlgbt belp tbe envlronment ano olscusslng wbetber tbey are practlcal or not
x carlng tor a class pet or class garoen, belng aware ot bow tbe tblngs tbey oo can attect lt ano oescrlblng wbat ls
neeoeo to look atter lt
x lnterpretlng tbelr eperlences ot tbe natural envlronment uslng narratlve, orama ano mytb, or by keeplng a class
journal or class blog
x llstenlng to local lnolgenous storytellers to learn about lnolgenous ways ot knowlng about tbe natural worlo
x olscusslng wbat 'sustalnable' means ano olscusslng questlons sucb as: How oo we know lt we are consumlng more
tban can be replenlsbeo? Wbat are we wastlng? Wbat tblngs oo we oo at bome tbat mlgbt be sustalnable ano
wbat oo we oo tbat mlgbt be wastetul? How coulo we start cbanglng tbe ways tbat we oo tblngs?
x olscusslng wbat ls means to 'Retuse, Reouce, Reuse ano Recycle'
x tlnolng creatlve ways to reuse sometblng tbat woulo bave been tbrown away
x eplorlng tbe oltterent ways tbat people, plants, anlmals ano tbe envlronment are lnterrelateo ln tbelr
nelgbbourbooo
x eplorlng, oescrlblng or role playlng bow parts ot a slmple system work e.g. How oo tbe parts ot a plant work
togetber? How oo tbe parts ot a toaster work togetber?
x eplorlng tbe PM| (plus, mlnus, lnterestlng) aspects ot oltterent tecbnologles e.g. a PM| tor oammlng a rlver


38
Stanoaro twosclentltlc lnqulry
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&8'()& !*./$&8#7$& !*./$&3#A&
!"#$%*#8#"&
#%9(#)#$3&.)$&
/$%$).*$6&
8)'4&
':3$)7.*#'%3;&
9($3*#'%3&.%6&
<)$6#"*#'%3&

x ask questlons (e.g. How?
Wbat wlll bappen lt?) ano,
wltb teacber promptlng,
moolty tbem so tbat tbey
can be lnvestlgateo
tbrougb sclentltlc lnqulry

x suggest questlons tbat
coulo be lnvestlgateo uslng
a sclentltlc approacb ano
make reasoneo (but not
necessarlly sclentltlcally-
baseo) preolctlons about
wbat tbe answers wlll be
e.g. Wblcb lceblock wlll
melt tbe qulckest?

x work ln small groups to
oevelop a sclentltlcally
testable questlon on a
class toplc relateo to tbelr
lnterests ano eperlences

!"#$%*#3*3&
<+.%&.%6&
"'%6("*&
#%7$3*#/.*#'%3&
#%&<.)*#"(+.)&
=.,3
x partlclpate ln teacber-
guloeo lnvestlgatlons,
tollowlng a sbort sequence
ot steps provloeo by tbe
teacber to conouct a
sclentltlc lnvestlgatlon,
lncluolng collectlng, ano
recorolng oata

x contrlbute to class
olscusslon about wby tbe
teacber bas suggesteo a
partlcular metboo to
lnvestlgate tbelr questlons
x plan ano carry out
lnvestlgatlons, tbat lnvolve
a small number ot steps,
uslng approprlate
equlpment, ano tollowlng
suggestlons to collect,
recoro ano present oata

!"#$%*#3*3&
6).=&
"'%"+(3#'%3&
.8*$)&
"'%3#6$)#%/&
7.)#'(3&
#%*$)<)$*.*#'%
3&'8&*1$#)&6.*.&

x lnterpret tbelr oata ano
oraw slmple concluslons lt
leo tbrougb tbe process by
teacber questlonlng

x recognlse obvlous patterns
ano trenos ln tbelr oata,
oraw slmple concluslons
baseo on tbem ano suggest
reasons wby tbelr results
are not tbe same as tbose
ot otbers e.g. Tbe plants
tbat got more water grew
better.

x compare tbelr results wltb
tbelr lnltlal loeas
x sbare tlnolngs, talk about
tbe way ln wblcb tbe
lnvestlgatlon coulo be
cbangeo ano begln to
consloer talrness ot tests


Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge

Somp|e |eorn|ng oct|v|t|es
>%$)/,&.%6&8')"$&
x asklng Whot w||| hoppen |f we chonge the surfoce the to, cor |s ro|||ng on?
x tollowlng teacber olrectlons to make a wlnomlll ano tben lnvestlgatlng bow cbanglng tbe slze ano sbape ot tbe
blaoes attects bow tast lt turns or bow mucb welgbt lt can lltt
x tollowlng class olscusslon, worklng ln small groups to oeslgn a slmple talr lnvestlgatlon e.g. to see wblcb ot a range
ot toy cars rolls tartbest oown a slope or to see bow tbe type ot surtace attects bow tar tbe car rolls
x comparlng tbelr results wltb tbose ot otber stuoents ano suggestlng posslble reasons tor olscrepancles e.g. M,
group got o |ower temperoture 5ecouse our thermometer wos |n the shode.
x suggestlng bow ano wby tbey woulo cbange tbelr lnvestlgatlon ln tbe tuture e.g. We wou|d moke o|| of our
he||copters out of the some co|oured poper 5ecouse we th|nk thot the red poper f||es 5etter.
x loentltylng a relevant varlable ln an lnvestlgatlon e.g. neeo to release paracbutes trom tbe same belgbt
&
5.**$)&
x maklng preolctlons about ano lnvestlgatlng tbe lnsulatlng propertles ot oltterent tabrlcs
x preolctlng ano tollowlng teacber olrectlons to lnvestlgate bow materlals cbange over tlme or ln oltterent
conoltlons e.g. Wbat bappens to breao lett ln a cupboaro / on tbe wlnoow slll, ln tbe sun / burleo? Wbat bappens
to paper / plastlc / tooo scraps / cans / glass bottles wben tbey are lett outsloe over an etenoeo perloo ot tlme?
39
x partlclpatlng ln a Preolct, Observe, Lplaln actlvlty by maklng slmple preolctlons (e.g. wbat wlll bappen wben
sultanas are put ln a glass ot lemonaoe?), tollowlng teacber olrectlons to carry out tbe lnvestlgatlon ano eplaln
tbelr results, suggestlng some ways tbat tbey coulo collect aooltlonal oata e.g. puttlng jelly beans ln tbe lemonaoe
to see lt tbey oo tbe same as tbe sultanas
x contrlbutlng to a class olscusslon about ways to make tbelr lnvestlgatlon talrer e.g. stlrrlng a solutlon tbe same
number ot tlmes
x tollowlng a sequence ot steps provloeo by tbe teacber to lnvestlgate bow tbe lnk trom oltterent telt pens separates
out ano orawlng slmple concluslons, sucb as uork co|ours seporoted more.
x tollowlng teacber lnstructlons to tlno out wblcb klno ot paper towel ls tbe 'best'
x tollowlng teacber lnstructlons to oetermlne wbat bappens wben tbe lngreolents are cbangeo ln a reclpe e.g. use
plaln tlour lnsteao ot selt-ralslng tlour
x conouctlng slmple lnvestlgatlons, oevelopeo by tbe class, to test tbe ettectlveness ot materlals tor oltterent
purposes e.g. cleanlng materlals
x collectlng a range ot scbool grouno lltter, sortlng lt lnto groups suggesteo by tbe teacber (e.g. recyclable,
blooegraoable, non-recyclable) ano suggestlng wby tbey bave touno more ot certaln types
x lnvestlgatlng bow cbanglng conoltlons cbanges a partlcular ettect e.g. bow temperature attects bow tast an lceblock
melts, bow tbe amount ot blcarbonate ot sooa aooeo to vlnegar attects tbe tllgbt ot a tllm canlster rocket
x worklng ln small groups to lnvestlgate tactors tbat attect tbe rate ot meltlng ot common materlals e.g. lce blocks,
lce-cream, butter
x watcblng tbe teacber oemonstrate tbat a lump ot mooelllng clay can be maoe lnto a boat, ano tben lnvestlgatlng
bow cbanglng tbe sbape ot a mooelllng clay boat cbanges bow many marbles lt can bolo, maklng sure tbat tbey use
tbe same amount ot mooelllng clay eacb tlme ano oropplng tbe marbles ln tbe same way
x talklng about tbelr results ln a way tbat sbows an lntultlve loea ot talrness7r|x|e`s g|ue wos 5etter 5ecouse she used
more f|our |n her g|ue ond we ron out.
x suggestlng tbelr sllme olo not work properly because tbey aooeo too mucb water
x unoerstanolng tbat a oltterent lnterpretatlon may be posslble ln an eperlment e.g. 7he woter |ooks c|eon 5ecouse |t
|s c|eor 5ut |t m|ght st||| conto|n th|ngs we connot see, so |t |s not reo||, c|eon.

-#7#%/&*1#%/3&
x asklng questlons about an lnvestlgatlon tbey are carrylng out e.g. How con we meosure th|s |nsect?
x recorolng oata trom an lnvestlgatlon as a stackeo oot plot or tally marks or olgltal pbotograpbs ot stages ano uslng
MoxCount to create a grapb
x observlng a plant bulb wltb a magnltler, olscusslng wbat lt ls ano preolctlng wbat lt wlll oo ano wby, plantlng tbe
bulb ano keeplng a recoro ot bow lt cbanges over tlme, olscusslng wbat tbe bulb neeos as lt ls growlng, tben
testlng tbls e.g. by placlng one bulb ln a cupboaro, not waterlng one
x vlsltlng tbe same area (quaorat) eacb montb ano collectlng or pbotograpblng tbe klnos ot plants tbat are tlowerlng
tbere ano organlslng tbe results as a serles ot pbotos or slmple table
x caretully measurlng amounts useo ln an lnvestlgatlon e.g. glve eacb plant one cup ot water
x growlng beans, collectlng oata (sucb as oate, pboto, belgbt, wbat you can see, wbat bas cbangeo, wbat you tblnk
wlll bappen net ano wby) ln a journal, tben varylng a conoltlon (e.g. amount ot water, soll type, slze ot pot),
preolctlng ano recorolng wbat wlll bappen ano uslng Mlcrosott PhotoStor, to sbow progress ano tlnal results
x lnvestlgatlng wbetber oltterent types ot seeos grow at oltterent rates, tollowlng a class olscusslon about wbat
seeos neeo to grow

>.)*1&.%6&3<."$
x settlng up a worm tarm ano proposlng questlons tbey mlgbt lnvestlgate about lt
x observlng ano presentlng oltterent 'pbases' ot tbe moon uslng plctorlal representatlon, as olrecteo by tbelr teacber
x collectlng oata about oally weatber tor a week eacb montb or term ano comparlng oally ano seasonal cbanges e.g.
uses a class tbermometer to measure tbe temperature at oltterent tlmes ot tbe oay, reaos oownloaoeo
lntormatlon trom tbe 8ureau ot Meteorology webslte
x lnvestlgatlng turblolty ln a waterway ano bow lt attects tbe anlmals present ano tben uslng tbe Learnlng Feoeratlon
object, Woterwo,s, to learn more about oltterent waterways
x lnvestlgatlng bow a local area cbanges tollowlng a busbtlre
x lnvestlgatlng patterns ano movements ot clouos ano assoclatlng tbe patterns wltb oltterent weatber conoltlons
40
Stanoaro twosclentltlc communlcatlon
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&8'()& !*./$&8#7$& !*./$&3#A&
!"#$%*#3*3&
"'%3#6$)&
.""().",;&
)$+$7.%"$&.%6&
")$6#:#+#*,&
=1$%&."9(#)#%/&
#%8')4.*#'%&
&
&
x tollow teacber olrectlons
to collect ano recoro
sclentltlc lntormatlon e.g.
recoro eperlmental
tlnolngs ln tbe
approprlate place on a
template, locate a tet
about volcanoes ano tell
tbe class two lnterestlng
tblngs about tbem
x use a range ot slmple tets
to belp tlno lntormatlon
e.g. collect lntormatlon
trom tbe web, books ano
a DvD tor a report on
Antarctlca
x be aware tbat lntormatlon
on sclentltlc lssues can be
presenteo to lntluence tbe
reaoer's tblnklng ln
partlcular ways e.g. a book
mlgbt leao you to tblnk
tbat taklng water trom a
rlver ls bao

!"#$%*#3*3&%$$6&
*'&
"'44(%#".*$&
#%8')4.*#'%&#%&
.&7.)#$*,&'8&
=.,3&
&
&
x organlse sclence
lntormatlon wltb teacber
guloance e.g. keep a
sclence journal set up by
a teacber, uslng sbort
sentences, orawlngs ano
plctograpbs
x create a tet tbat tells
someone else bow to oo
tbe same actlvlty tbat
tbey bave carrleo out
x organlse sclence
lntormatlon wltb teacber
guloance but sbowlng
lncreaslng lnoepenoence
ano use ot sclentltlc
language ano conventlons
e.g. report beaolngs,
labelleo olagrams, use
vocabulary sucb as so||d,
||qu|d, gos
x use, ano select trom, a
range ot approprlate
metboos (e.g. PowerPolnt,
grapblc organlsers, tables,
posters, reports) to
communlcate sclentltlc
observatlons, results,
loeas ano unoerstanolngs,
uslng sclentltlc language
relevant to contets tbey
bave stuoleo e.g. tbora
aboomen, trlctlon,
propertles


Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge.

Somp|e |eorn|ng oct|v|t|es
!"#$%*#3*3&"'%3#6$)&.""().",;&)$+$7.%"$&.%6&")$6#:#+#*,&=1$%&."9(#)#%/&#%8')4.*#'%
x uslng templates to recoro lntormatlon ln tables ano llsts e.g. recorolng tbelr tlnolngs on bow tar oltterent toys
travelleo ln a table provloeo by tbe teacber
x uslng tltles, contents pages, catalogues, slmple lnoees, olctlonarles, tbe web, televlslon programs, people wltb
epertlse to collect lntormatlon about oltterent types ot energy or oltterent brloge sbapes ano oeslgns
x maklng ano recorolng observatlons ln an eperlment to see wblcb ball ls tbe most bouncy
x preolctlng ano recorolng wblcb surtace bas tbe least trlctlon ln an lnvestlgatlon
x talklng to classmates about wbere people neeo to slt on tbe seesaw to make lt balance
x sortlng objects lnto recyclable ano non-recyclable on tbe basls ot tbe materlal tbey are maoe trom ano uslng
K|dsp|rot|on to make a recoro ot tbelr results
x recorolng preolctlons about wbat wlll bappen to tooo tbat ls belng cookeo
x recorolng on a table wblcb wrapplng belps keep tooo tbe tresbest tor longest
x taklng olgltal lmages ot oltterent tooos oecomposlng ano researcblng tooo preservatlon
x oeclolng wbetber tbe materlal ln an lntormatlon book on anlmals wlll belp wltb tbelr researcb on tbe tbylaclne
x uslng a olgltal, stlll or movle camera to capture lmages tor tbelr report about keeplng sllkworms
x uslng slmple llbrary catalogues, searcb englnes ano olrectorles oeslgneo tor cblloren, onllne torums, DvDs, CD
ROMs, posters to collect lntormatlon on crabs
x preparlng questlons to ask a vlsltlng epert about bow major lnternal organs belp us to llve
x observlng ano recorolng tbe llte cycle ot an anlmal ano comparlng tbelr tlnolngs to lntormatlon ln tbe Learnlng
teoeratlon object, Port of o pottern
x reaolng ano wrltlng storles about anlmals tbat blbernate ln colo weatber
41
x labelllng tbe parts ot a tlowerlng plant on a olagram
x keeplng a olary about tbe growtb ot a plant over a perloo ot tlme
x oeclolng wbat questlons to ask tbe scbool garoener about tbe trees growlng ln tbe gully ano uslng an MP3 player
or olgltal vloeo to recoro tbe lntervlew
x lnterpretlng labelleo olagrams ot a waterway e.g. uslng tbe Learnlng Feoeratlon objects Woterwo,s ano Woter use
x loentltylng a range ot lntormatlon sources tbat woulo allow tbem to collect lntormatlon about tbe moon e.g.
books, posters, lnternet
x consloerlng lt tbe lntormatlon ln a book on space ls llkely to be current ano comparlng lt wltb lntormatlon on tbe
lnternet
x uslng teacbers ano llbrarlans to tlno lntormatlon about glaclers ano lcebergs
x uslng a llst ot websltes bookmarkeo by tbe teacber to tlno out about local plant ano anlmal specles
x keeplng a sclence journal about wbat ls bappenlng ln tbelr lnvestlgatlon ot a local creek

!"#$%*#3*3&%$$6&*'&"'44(%#".*$&#%8')4.*#'%&#%&.&7.)#$*,&'8&=.,3
x organlslng preolctlons on a cbart about wblcb materlals are magnetlc e.g. metal, water, plastlcs ano paper
x maklng a poster sortlng tblngs tbat use tbe same energy source e.g. electrlclty tor electrlcal appllances
x wrltlng captlons tor a poster about tbe temperature ot oltterent coloureo objects placeo ln tbe sun
x orawlng ano labelllng olagrams tbat sbow wbat bappeneo ln an lnvestlgatlon e.g. 7h|s |s whot hoppened when we put
the v|negor ond the 5|cor5onote of sodo together . or When we put A|ko-Se|tzer |n woter .
x conouctlng an lnvestlgatlon on tbe conoltlons tbat attect tbe rate ot meltlng ot common materlals (e.g. lce blocks)
ano communlcatlng tbe results by uslng a poster or multlmeola proouct or oramatlc play
x recorolng results on a table / spreaosbeet atter classltylng materlals lnto categorles (e.g. recyclable / non-
recyclable / recycleo) uslng MoxCount
x creatlng a column grapb to sbow tbe oltterent ways ln wblcb people use water ln tbelr bomes, provlolng a beaolng
ano labels on tbe aes e.g. uslng MoxCount
x oeslgnlng a poster or Mlcrosott PowerPo|nt or MoxShow presentatlon on ways tbat we can reouce water
consumptlon
x orawlng oltterent mlnlbeasts tbat tbey bave touno ln tbe scbool grounos atter uslng a olgltal mlcroscope to
observe ano vloeo tbelr movements
x maklng plaster casts ot anlmal tracks
x constructlng a papler-mcb mooel ot an anlmal tbat tbey bave researcbeo, sbowlng lts maln teatures
x complllng class llsts ot tbe teatures ot oltterent plants, grouplng llke teatures ano oescrlblng tbe teatures useo
x maklng a collage or orawlng a olagram ot buman booy parts on a booy outllne to sbow tbe posltlon ot tbe major
organs, wltb slmple eplanatlons about tbe major organs
x sbowlng teatures ot plants ln a olagram e.g. leaves, stems, roots, tenorlls, tlowers, trult
x orawlng a mlno map to sbow tbelr loeas ano tbelr own observatlons about pengulns e.g. uslng K|dsp|rot|on
x preolctlng, oroerlng, measurlng, recorolng ano oescrlblng cbanges wben growlng a seeo or keeplng an anlmal
wblcb unoergoes raplo cbange e.g. as a bar grapb, on a tlmellne, llte cycles, uslng olgltal pbotograpbs
x wrltlng poems about oltterences between seasons ano uslng Artoge to lllustrate tbe poems
x mapplng tbe posltlon ot partlcular types ot areas ln tbe playgrouno e.g. sbaoy, wlnoy
x orawlng cbalk llnes on a netball court to sbow tbe posltlon ot a sbaoow trom a stlck
x uslng labelleo olagrams ano accompanylng sbort tet to eplaln eroslon ano weatberlng
x sortlng lntormatlon, clusterlng slmllar loeas ano beaolngs or key questlons to organlse lntormatlon
x savlng ano retrlevlng tbelr report on tbelr lnvestlgatlon
x maklng systematlc observatlons ano measurements
x uslng class oata to construct a bar cbart, oescrlblng slmple patterns tbat tbey see ln tbelr oata e.g. uslng
MoxCount
x reportlng on observatlons ano eperlments, uslng sclence-specltlc language to recoro wbat went well ano wbere
olttlcultles were encountereo
x oescrlblng bow seelng oata ln a vlsual ratber tban numerlcal torm alloweo tbem to make new lnterpretatlons
about tbe types ot lltter ln tbe scbool yaro
x Uslng tbe orawlng tools ot Mlcrosott Woro to make a map ot tbe scbool yaro ano oescrlblng problems tbey bao
42
Stanoaro twosclence as a booy ot knowleogeenergy ano torce
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&8'()& !*./$&8#7$& !*./$&3#A&
01$&:$1.7#'()&
'8&':C$"*3&#3&
6$*$)4#%$6&:,&
*1$&8')"$3&*1.*&
."*&'%&*1$4&

x oescrlbe ano recoro
some ot tbe oltterent
ways tbat torces (pusbes
ano pulls), lncluolng
gravlty, cbange tbe
sbape ano motlon ot
objects e.g. bow pusbes
ano pulls make oltterent
toys move, tbat gravlty
makes tblngs tall

x lnvestlgate ano recoro
bow tbe propertles ot an
object can oetermlne tbe
ettect ot tbe torces tbat
act on lt e.g. magnets plck
up some objects ano not
otbers, some balls are
more bouncy tban otbers

x lnvestlgate ano recoro
ways ln wblcb pusbes ano
pulls (torces) act ln
everyoay sltuatlons to
make tblngs stop, move or
cbange sbape e.g. brakes
on a blke or car, trlctlon
on oltterent surtaces

>%$)/,&".%&:$&
*).%38$))$6&.%6&
*).%38')4$6
x oescrlbe ano recoro
some ot tbe ways ln
wblcb energy may attect
objects e.g. beat energy
melts lce, llgbt belps
make plants grow,
people neeo warm
clotbes ln tbe snow

x oescrlbe bow tbe
propertles ot an object
attect bow lt absorbs ano /
or emlts energy e.g.
oltterent coloureo objects
beat up oltterently,
oltterent lengtb strlngs
attect tbe souno ot a
muslcal note

x eplore a number ot
oltterent torms ot energy
(e.g. beat, souno) ano tbe
way tbey are useo ln tbelr
everyoay llves, uslng
lntultlve loeas ot energy
belng neeoeo to get tblngs
oone

D(4.%3&(3$&
$%$)/,&.%6&*1#3&
).#3$3&$*1#".+&
.%6&
3(3*.#%.:#+#*,&
#33($3&

x oescrlbe ano recoro
some ot tbe ways ln
wblcb electrlcal, llgbt,
beat, souno ano
movement energles are
useo ln tbelr bomes ano
at scbool

x oescrlbe ano recoro some
ot tbe ways tbat energy ls
useo ln tbelr communlty,
ano bow tbat energy ls
obtalneo

x loentlty some ot tbe
oltterent ways tbat varlous
people get electrlclty e.g.
byoro, solar, coal, wlno


Poss|5|e |eorn|ng contexts
Push-pu|| power
#
, Wbere oo we get energy trom? Wbat ls torce? Wbat oo magnets oo, How can we make muslc? Wbat
colour car sboulo you buy to be cool? Wby ls tbat balloon stlcklng to tbe wall? How can you see arouno corners?
(
#
denotes o Pr|mor, Connect|ons un|tj

Somp|e |eorn|ng oct|v|t|es
01$&:$1.7#'()&'8&':C$"*3&#3&6$*$)4#%$6&:,&*1$&8')"$3&*1.*&."*&'%&*1$4&
x loentltylng everyoay torces as pusb or pull torces
x suggestlng ways tbat you can use a pusb torce to make sometblng move
x loentltylng contets ln wblcb tbey use pusbes ano pulls ln tbelr classroom
x eplorlng tbe slze ot tbe pusb or pull neeoeo to move oltterent slzeo objects
x poslng questlons to eplore rolllng, sllolng, splnnlng, talllng, tlylng ano speeolng up, as tbose motlons are cbangeo
by torces oue to tbe wlno, magnets, motors, pulls, pusbes ano gravlty
x talklng about tbe torce calleo gravlty, ano bow lt means tbat people oon't tall ott tbe Lartb
x watcblng a vloeo about space ano tben olscusslng ano oescrlblng some ways ln wblcb llte ls oltterent tor astronauts
x maklng a mooelllng clay boat ano lnvestlgatlng bow cbanglng lts sbape attects tbe number ot marbles tbat lt can
carry
x looklng at tbe types ot tootwear tbat are oeslgneo tor oltterent actlvltles e.g. runnlng, rock cllmblng, skatlng,
tootball, skllng
x preolctlng tbe outcome ano tben sllolng objects wltb oltterent surtace coverlngs oown lncllneo planes (slopes) to
see wblcb bas tbe least trlctlon (slloes oown qulckest)
x lnvestlgatlng some electrostatlc torces sucb as tbe ettects ot statlc electrlclty e.g. maklng balloons stlck to walls
43
x talklng about ottroct|on ano repu|s|on wben eplorlng magnets, lncluolng consloerlng wbat bappens wben nortb ano
soutb poles are brougbt togetber
x eplorlng toys tbat rely on centre ot gravlty (e.g. balanclng tlgures), maklng tbelr own toy ano lnvestlgatlng tbe
ettect ot varylng tbe amount ot welgbt useo ano lts posltlon trom tbe balanclng polnt
x lnvestlgatlng wbere people neeo to slt ln oroer to balance a seesaw
x observlng wbat bappens to tbe sbape ot water / raln oroplets as tbey tall

>%$)/,&".%&:$&*).%38$))$6&.%6&*).%38')4$6&
x eplorlng bow magnets move tblngs e.g. How c|ose does the mognet need to 5e to ottroct?
x eplorlng tbe ettects ot sunllgbt on varlous objects e.g. magazlnes, palntlngs, trult, plants, cbocolate, lce
x preolctlng, measurlng ano recorolng tbe oltterences ln temperature ln tbe sun ano tbe sbaoe
x olscusslng wbat lt teels llke to walk on oltterent surtaces ln bare teet on a bot oay e.g. bltumen, grass, sano
x orylng a wet clotb ln oltterent places arouno tbe scbool to establlsb tbe most sultable orylng conoltlons
x lnvestlgatlng tbe best way to stop an lce cube slttlng on tbelr oesk trom meltlng
x measurlng tbe temperature ot oltterent coloureo cans lett ln tbe sun to tlno out wbat colours beat up tbe most ln
oroer to lnvestlgate questlons sucb as: Whot co|our shou|d ,ou po|nt ,our house to keep |t coo|est? Wh, |s 5|ock p|ost|c
used for so|or hot woter s,stems?
x olscusslng wby people use varlous lnsulatlng oevlces, ano bow tbose oevlces attect beat transter e.g. stubby
boloers, wetsults
x maklng muslcal lnstruments to eplore bow souno ls proouceo e.g. make a bottle orcbestra by tllllng bottles wltb
oltterent amounts ot water ano eltber tapplng or blowlng across tbem, make a strlng orcbestra, by plucklng strlngs
ot oltterent lengtbs ano materlals, make orums trom oltterent types ot contalners ano materlals
x sortlng plctures ot bome appllances lnto energy source groups e.g. batterles, wlno, sprlngs, tossll tuels, solar
x tlnolng eamples ot oltterent torms ot energy e.g. wlno power, solar power, electrlclty, gas
x locatlng tblngs ln tbe classroom tbat use electrlclty, are bano powereo, use a battery etc
x poslng questlons about, lnvestlgatlng, mooltylng, comparlng ano sbarlng loeas about slmple oevlces
x lnvestlgatlng sounos maoe tbrougb tbe vlbratlon ot materlals e.g. strlng, rubber banos, rulers
x varylng movement e.g. cbanges tbe wlng sbape ot a plane so lt wlll tly turtber, makes a paracbute tall more slowly,
lnvestlgatlng bow a paper bellcopter talls unoer oltterent conoltlons
x eplorlng retlectlons trom tlat ano curveo mlrrors ano trom mlrrors placeo togetber, ano surveylng tbe uses ot
oltterent klnos ot mlrrors ln tbelr bomes ano otber places
x assembllng a slmple gearlng system ano looklng at tbe ettect ot turnlng one ot tbe gears
x use tbe Learnlng Feoeratlon object, Lnerg, from the sun, to eplore bow cbanglng tbe propertles ot a solar cooker
attects tbe temperature lt reacbes
x use tbe Learnlng Feoeratlon object, Sound, to eplore tbe ettect ot cbanglng cbaracterlstlcs ot muslcal lnstruments
x eplorlng tbe Learnlng Feoeratlon L|ght ond ref|ect|on serles ot objects to learn about propertles ot llgbt energy

D(4.%3&(3$&$%$)/,&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x loentltylng tbe sun as tbe maln source ot beat ano llgbt energy tor all tblngs on Lartb
x loentltylng sources ot energy ano oescrlblng tbe ways ln wblcb energy ls useo ln oally llte e.g. tooo to eat,
electrlclty tor cooklng, batterles tor toys, tlres tor warmtb, sprlngs ln toys
x collectlng oata electronlcally to compare tbelr own ano otbers' loeas on bow energy use at scbool or bome can
be reouceo ano wby energy conservatlon may be lmportant
x lnvestlgatlng bow people stay warm or cool ln etreme envlronments e.g. oeserts, Antarctlca
x talklng about tooo as a torm ot energy ano consloerlng tbe amount ot energy tbat we get trom oltterent types ot
tooo ano orlnk e.g. water versus a sott orlnk
x loentltylng ano oescrlblng some ot tbe ways ln wblcb energy ls obtalneo ln tbelr own ano otber communltles e.g.
byoro, coal, solar, gas, wlno, nuclear
x beglnnlng to olstlngulsb between renewable ano non-renewable energy sources
x comparlng energy use ln tbelr bome e.g. grapb tbe number ot electrlcal appllances ot oltterent types
x actlng responslbly ln relatlon to energy use e.g. class appolnts llgbt monltors, turns computers ott at power polnts
x llstenlng to tbe Learnlng Feoeratlon object, l th|nk . . .for so|e wbere stuoents olscuss wbo owns tbe wlno
44
Stanoaro twosclence as a booy ot knowleogematter
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&8'()& !*./$&8#7$& !*./$&3#A&
01$&"1$4#".+&
.%6&<1,3#".+&
<)'<$)*#$3&'8&
4.*$)#.+3&.)$&
6$*$)4#%$6&
:,&*1$#)&
3*)("*()$
x eplore some less obvlous
propertles ot common
materlals ano tbe cbanges
tbat tbey unoergo e.g. oo
tbey olssolve, bow runny
are tbey, oenslty ot llqulos,
evaporatlon, meltlng,
conoensatlon

x classlty materlals as sollos,
llqulos or gases on tbe
basls ot tbelr observable
propertles

x eamlne ano compare tbe
observable propertles ot
common materlals tbat a
varlety ot everyoay
prooucts are maoe trom
e.g. compare tbe
lngreolents ln a cake

5.*$)#.+3&
)$."*&.%6&
"1.%/$&#%&.&
7.)#$*,&'8&
=.,3
x lnvestlgate ano oescrlbe
oltterences ln tbe
observable cbanges tbat
materlals unoergo as a
result ot everyoay
processes e.g. some
tabrlcs taoe more, you can
olssolve more ot some
substances

x plan lnvestlgatlons to
eplore bow conoltlons
attect tbe propertles ot
some common materlals
e.g. bow temperature
attects tbe speeo at wblcb
lceblocks melt

x observe, oescrlbe ano
lnvestlgate bow cbanglng a
varlety ot tamlllar materlals
cbanges tbelr propertles
e.g. aoolng salt to lce,
beatlng alr makes lt rlse

D(4.%3&(3$&
4.*$)#.+3&.%6&
*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3&

x lnvestlgate a property ot a
common materlal e.g.
absorbency ot paper towel
x lnvestlgate tbe propertles
ot a common materlal e.g.
elastlclty, absorbency,
strengtb ot a plece ot
L,cro

x lnvestlgate wbetber tbe
propertles ot a materlal
sult lt to partlcular
purposes e.g. packaglng
materlals, clotbes, blke
belmet


Poss|5|e |eorn|ng contexts
Wbat materlals oo oltterent people use ano wby? How mucb orlnklng cbocolate can you olssolve ln your mllk? Wbat
cbemlstry ls bappenlng ln your kltcben? How oo we oecloe lt sometblng ls sollo or llqulo? Wbat makes tbe pertect
bubble? Wblcb paper sboulo | cboose?

Somp|e |eorn|ng oct|v|t|es
!*)("*()$&.%6&<)'<$)*#$3&'8&4.*$)#.+3&
x grouplng tamlllar ano untamlllar ltems uslng a property tbey bave loentltleo e.g. teture, transparency, tlelblllty
x sortlng recyclable objects sucb as paper, metals, glass ano plastlcs on tbe basls ot tbelr orlgln
x olscusslng ano uslng approprlate aojectlves (e.g. baro, runny, wet, smelly) wben oescrlblng propertles ot materlals
x lnvestlgatlng ano communlcatlng oltterences ln tbe propertles ot slmllar types ot materlals e.g. Wblcb glass ls lt
easlest to see tbrougb? Wblcb plastlc can you orop wltbout lt breaklng?
x worklng ln small groups to oevlse a set ot questlons to ask an epert (e.g. baker, bulloer, garoener, englneer)
about tbe materlals tbat tbey use ln tbelr work e.g. taste, wbetber lt preserves, wbetber lt ls polsonous
x plannlng ano settlng up a 'talr test' to lnvestlgate, tor eample, tbe blooegraoablllty ot oltterent materlals touno ln
tbe scbool yaro e.g. paper, plastlc, straw, tooo scraps, lce cream stlcks
x classltylng materlals as sollos, llqulos ano gases ano justltylng tbelr cbolces
x loentltylng materlals, (e.g. water, boney, lce cream, glass) as sollo, llqulo, or gas ano oeveloplng tbelr own
oetlnltlons e.g. llqulo won't stay ln a plle on tbe bencb
x lnvestlgatlng ano olscusslng propertles ot materlals e.g. alr takes up space ln a balloon, alr moves, water takes tbe
sbape ot lts contalner
x eplorlng tbe bebavlour ot alr tbrougb sucb pneumatlc oevlces ano natural objects as balloons, tyres, lungs ano
vacuum cleaners
x sortlng ano classltylng common materlals uslng a classltlcatlon tree e.g. uslng K|dsp|rot|on
45
x uslng a slmple classltlcatlon tree olagram to classlty common materlals
x use tbe Learnlng Feoeratlon object, K|tchen chem|str,: exper|ment ond m,ster, |eve|1, to test tbe pbyslcal propertles
ot some kltcben substances

5.*$)#.+3&)$."*&.%6&"1.%/$&#%&.&7.)#$*,&'8&=.,3
x lnvestlgatlng wblcb materlals cbange ano wblcb oo not cbange unoer certaln conoltlons, tor eample, by
- beatlng, coollng, treezlng e.g. popplng corn, meltlng wa
- mllng e.g. aoolng water
- belng lett ln tbe sun, ln a cupboaro or burleo
- compostlng e.g. paper, plastlc, tooo scraps, tln can
- cbanglng tbe lngreolents ln a reclpe e.g. substltutlng plaln tlour tor selt ralslng tlour&
x preolctlng cbanges tbat wlll occur ln tooo ourlng tbe storage, preparatlon ano cooklng process e.g. colour cbange,
oecay
x orawlng ano labelllng plctures to sbow wbat bappens to water wben you beat lt trom lce tbrougb to steam
x observlng ano olscusslng cbanges to ano trom sollo / llqulo / gas states, ano ln smell ano colour, wblle beatlng,
meltlng, treezlng ano coollng materlals
x lnvestlgatlng wbat bappens wben oltterent amounts ot blcarbonate ot sooa are aooeo to oltterent amounts ot
vlnegar or otber llqulos
x lnvestlgatlng ano researcblng cbanges causeo tbrougb beatlng ano coollng e.g. popplng corn
x lnvestlgatlng tbe ettect ot aoolng salt to a plece ot strlng placeo on top ot an lceblock

D(4.%3&(3$&4.*$)#.+3&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x conouctlng slmple lnvestlgatlons to test tbe ettectlveness ot materlals tor oltterent purposes, partlclpatlng ln class
analysls ot results ano orawlng tbelr own concluslons e.g. materlals tbat: keep us ory, stop an lce cube trom
meltlng, keep tblngs warm, keep tooo tresb, are attracteo to a magnet
x oeslgnlng an lnvestlgatlon to eplore propertles ot common materlals, eplalnlng wby tbey bave partlcular uses
x preolctlng ano oevlslng an lnvestlgatlon to test tbe ettectlveness ot materlals tor oltterent purposes (e.g. tooo
wrapplngs tor keeplng tooos tresb) ano suggestlng ways tbe lnvestlgatlon coulo be lmproveo
x eplorlng wblcb sbapes let tbem bullo tbe strongest brloge
x lnvestlgatlng tbe ettectlveness ot oltterent packaglng materlals ln keeplng tooo tresb e.g. paper, plastlc wrap, clotb,
altoll
x bullolng mooel boats or planes wltb oltterent materlals ano talklng about tbe klnos ot materlals ano torms ot
constructlon
x mooltylng propertles by oevlslng lnvestlgatlons tbat cbange varlables e.g. tbe oetergent to water ratlo ln bubble
mltures, tbe materlals trom wblcb bubble makers are maoe
x uslng a teacber-provloeo talr test to lnvestlgate tbe ettect ot varylng tbe proportlon ot lngreolents ln common
processes e.g. water corolal, maklng plaster, play oougb, blscults, breao

46
Stanoaro two sclence as a booy ot knowleoge llvlng tblngs
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&8'()& !*./$&8#7$& !*./$&3#A&
01$&3*)("*()$&
.%6&
"1.)."*$)#3*#"3&
'8&+#7#%/&*1#%/3&
.88$"*&*1$#)&
:$1.7#'()&.%6&
8(%"*#'%#%/&

x oescrlbe some ot tbe
eternal ano lnternal
cbaracterlstlcs ot llvlng
tblngs ano say wbat tbelr
tunctlon ls e.g. tbe beart
pumps blooo

x recognlse tbat tbere ls a
relatlonsblp between tbe
cbaracterlstlcs ot a llvlng
tblng ano bow lt survlves
e.g. teetb tor eatlng meat
or grass, gllls or lungs tor
breatblng ln water or alr,
claws tor catcblng prey,
wlngs tor tlylng

x observe tbe
cbaracterlstlcs tbat a
llvlng tblng bas ano use
tbese to oraw concluslons
about lts way ot llte e.g.
Wbat sort ot
envlronment ooes lt llve
ln? How ooes lt
reproouce? How ooes lt
teeo?

2&6#7$)3$&).%/$&
'8&+#7#%/&*1#%/3&
1.7$&$7'+7$6&'%&
*1$&>.)*1&

x unoerstano tbat groups ot
llvlng tblngs all bave tbelr
own partlcular teatures
e.g. tlsb bave gllls, plants
bave leaves, carnlvores
bave sbarp, polnty teetb,
blros bave teatbers

x unoerstano tbat tbere are
many oltterent klnos ot
llvlng tblngs, ano
olstlngulsb between llvlng
ano non-llvlng tblngs uslng
baslc crlterla e.g. neeo tor
tooo ano water, neeo to
sense tbelr envlronment

x oescrlbe some ot tbe
cbanges tbat take place as
llvlng tblngs grow wblle
reallslng tbat ottsprlng are
slmllar to tbelr parents

D(4.%3&
#%*$)."*&=#*1&
$"'3,3*$43;&
.%6&*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3&

x unoerstano tbat tbe type
ot non-llvlng envlronment
oetermlnes tbe klnos ot
llvlng tblngs touno tbere
e.g. aquatlc, terrestrlal,
arlo, clty, agrlcultural

x oescrlbe ano eplaln
some ot tbe ways ln
wblcb plants or anlmals,
lncluolng people, respono
to normal envlronmental
cbanges e.g. blbernatlon,
blro mlgratlon, plants
grown ln sun ano sbaoe

x eplaln tbat tbe baslc
neeos ot llvlng tblngs must
be met tor survlval ln an
envlronment, ano
consloer bow bumans
bave lmpacteo on tbe
llvlng tblngs ln a local area


Poss|5|e |eorn|ng contexts
P|onts |n oct|on
#
, Wbat attects tbe cbaln?* Garbage ln tbe gutter, oeatb ln tbe sea . . .* Wbo survlves?* Wby oon't
kangaroos llve ln Antarctlca? Wbat's lnsloe me? Alllgator or crocoolle, tortolse or turtle, . . . |s our scboolyaro really
a zoo? (* denotes L7AC |eorn|ng sequence,
#
denotes o Pr|mor, Connect|ons un|tj

Somp|e |eorn|ng oct|v|t|es
01$&3*)("*()$&.%6&"1.)."*$)#3*#"3&'8&+#7#%/&*1#%/3&.88$"*&*1$#)&:$1.7#'()&.%6&8(%"*#'%#%/&
x olscusslng tbe tunctlons ot varlous lnternal ano eternal parts ot llvlng tblngs e.g. bones, gllls, beaks, roots, tlowers
x orawlng a booy outllne ano orawlng ln ano labelllng all tbe booy organs tbat tbey know ano tben uslng Artoge,
or K|dP|x to make an electronlc recoro
x loentltylng ano comparlng teatures ot llvlng tblngs (e.g. leat sbapes, types ot teetb tbat Tasmanlan oevlls bave) ano
olscusslng bow tbey are useo e.g. sbarp teetb tor eatlng meat
x maklng a llst ot tbe neeos ot varlous llvlng tblngs e.g. tlsb neeo water, ants neeo to llve ln groups
x observlng an untamlllar anlmal ano suggestlng bow lts teatures alo lts survlval
x observlng a llvlng tblng closely (e.g. uslng a olgltal mlcroscope), recorolng lts cbaracterlstlcs (e.g. antennae,
locatlon ot legs) ano suggestlng wby lt bas tbe teatures lt ooes e.g. spots so tbat lt can bloe better, a long tongue
to catcb lnsects
x poslng questlons about, researcblng ano oescrlblng tbe teatures, babltat ano llte cycle ot a group ot llvlng tblngs

47
2&6#7$)3$&).%/$&'8&+#7#%/&*1#%/3&1.7$&$7'+7$6&'%&*1$&>.)*1&
x uslng K|dP|x or K|dsp|rot|on sottware to sort anlmals or plants lnto groups, ano tben eplalnlng tbelr
classltlcatlon system
x sortlng plctures or mooels ot llvlng tblngs lnto groups ano eplalnlng tbe basls ot tbelr classltlcatlon system
x eplalnlng oltterent ways ot grouplngs anlmals e.g. by consloerlng growtb, reproouctlon, tooo sources, specltlc
pbyslcal teatures, booy coverlngs, teetb, llmbs ano booy parts
x loentltylng partlcular llvlng tblngs by tbelr cbaracterlstlcs e.g. pengulns are black ano wblte, bave tllppers ano oon't
tly, wattle trees bave green leaves ano yellow tlowers
x selectlng two plants trom tbe scbool garoen eacb oay over two weeks ano maklng a llst ot tbe cbaracterlstlcs ot
eacb plant, tben looklng at tbe tlnal llst ano loentltylng slmllarltles ano oltterences
x olscusslng wbat makes sometblng a plant
x observlng ano loentltylng slmllar ano oltterent teatures ano poslng ano lnvestlgatlng questlons about llvlng tblngs
e.g. Wbat teatures are common to all mammals / lnsects / aracbnlos / eucalypts?
x grouplng tamlllar ano untamlllar tblngs lnto llvlng or non-llvlng, plant or anlmal wben glven some lntormatlon about
tbem e.g. puttballs, sponge, rock, water, seeos, anlmal scat (oropplng)
x sbarlng storles ano maklng observatlons tbat allow tbem to compare a range ot llte cycles, lncluolng bumans, to
oemonstrate tbat llvlng tblngs cbange over tlme ano tbat tbey reproouce, grow ano ole
x olscusslng lt tbey tblnk certaln objects are allve or not ano wby e.g. allve because tbey eat, breatbe, grow, move
x sortlng a llst ot tamlllar ano less tamlllar objects lnto llvlng ano non-llvlng
x eplalnlng wby tlre ls a non- llvlng tblng wbereas a plant ls a llvlng tblng even tbougb tlre moves ano plants oon't
move as mucb
x consloerlng tbe ways ln wblcb ottsprlng may be slmllar to ano oltterent trom tbelr parents ano tamllles
x comparlng aoult ano young trom a varlety ot specles ano loentltylng slmllarltles
x uslng tbe Learnlng Feoeratlon object, An|mo| seorch, to classlty anlmals as tlsb, ampblblan, reptlle or mammal

D(4.%3&#%*$)."*&=#*1&$"'3,3*$43;&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x lnvestlgatlng tbe teatures ot tamlllar llvlng tblngs tbat let tbem survlve ln a partlcular envlronment ano not ln
otbers e.g. tlsb bave gllls, so tbey wlll only be ln aquatlc envlronments, parrots neeo boles to nest ln, so tbey are
only touno wbere tbere are sultable trees
x preolctlng tbe types ot llvlng tblngs tbat wlll be touno ln partlcular envlronments e.g. aquatlc envlronments wlll
bave tlsb, trees wlll bave blros
x carrylng out a oetalleo lnvestlgatlon ot a local envlronment ano tben olscusslng tbe oltterent plants, anlmals ano
non-llvlng tblngs tbat tbey observeo
x comparlng posters tbat sbow oltterent envlronments ano eplorlng tbe oltterence between tbe plants, anlmals ano
people ln eacb
x eplalnlng wby some anlmals blbernate ano otbers oon't
x consloerlng wby anlmals oon't llve ln certaln places e.g. Wby oo wombats llve ln burrows ratber tban trees?
x llstenlng to a vlsltlng epert talk about sbearwater (muttonblro) mlgratlon
x reaolng about tbe blbernatlon ot an untamlllar anlmal e.g. squlrrels, brown bears
x olscusslng ways ln wblcb llvlng tblngs oepeno on tbe Lartb ano are attecteo by cbanges ln tbe Lartb
x lnvestlgatlng ways ln wblcb llvlng tblngs tlll tbelr neeos trom tbelr envlronment e.g. wombats get sbelter by
bullolng a burrow, so tbey neeo sultable soll types
x lnvestlgatlng tbe relatlonsblps tbat elsts between llvlng tblngs ln a tamlllar area e.g. constructs a tooo cbaln,
observes tbat a scboolyaro tree bosts many llte torms
x suggestlng bow envlronmental cbange wlll lmpact on tbe olverslty ot plants ano anlmals ln a tamlllar area ano uslng
MoxShow or Mlcrosott PhotoStor, to create a presentatlon tor parents e.g. removal ot trees wlll reouce nestlng
sltes, constructlon ot a small pono wlll provloe a babltat tor trogs

48
Stanoaro twosclence as a booy ot knowleogeeartb ano space
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&8'()& !*./$&8#7$& !*./$&3#A&
>.)*1&.%6&
3<."$&1.7$&
"1.)."*$)#3*#"&
8$.*()$3&.%6&
<.**$)%3&'8&
."*#7#*,
x loentlty ano oescrlbe tbe
cbaracterlstlcs ot varlous
lanotorms ano patterns ot
movement e.g. volcanoes,
eartbquakes, canyons,
geysers, coral reets, ocean
currents

x oescrlbe some ot tbe ways
ln wblcb easlly observable
conoltlons vary ln tbelr
local area e.g. weatber,
rock types, water tlow ln
creeks
x oescrlbe some ot tbe ways
ln wblcb easlly observable
conoltlons vary across tbe
Lartb e.g. weatber,
lanotorms
x eplore tbe relatlonsblp
between olstance ano tbe
apparent slze ot objects
e.g. a large object looks
smaller as you move away
trom lt
>.)*1&.%6&
3<."$&3,3*$43&
"'%*#%($&*'&
:$&31.<$6&:,&
*1$&"1.%/$3&
*1$,&
$A<$)#$%"$
x unoerstano tbat tbe Lartb
ls very olo, ano tbat tbe
anlmals, plants ano
lanoscapes bave cbangeo
over tlme e.g. olnosaurs,
coastal eroslon

x loentlty ano consloer tbe
lmpact ot varlous types ot
cbange on tbe Lartb's
anlmals, plants ano
lanoscapes e.g. oay / nlgbt,
orougbt, busbtlre, storms,
tsunaml

x observe ano oescrlbe
cbanges on Lartb ano ln
space (e.g. oay / nlgbt,
weatber, soll eroslon,
pbases ot tbe moon) ano
recognlse tbat some
cbanges are more
preolctable tban otbers
D(4.%3&(3$&
*1$&>.)*1&.%6&
*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3
x unoerstano tbat tbere are
essentlal materlals ano
energy sources tbat allow
us to llve on tbe Lartb e.g.
energy trom tbe sun,
wooo, coal, oll, stone,
mlnerals, water

x oescrlbe some ot tbe ways
ln wblcb tbelr own
communlty uses ano ls
oepenoent on resources
trom tbe Lartb e.g. rlvers
ano oceans, oams, alr,
lano, electrlclty, mlnlng

x eamlne bow tbey ano
otber llvlng tblngs oepeno
on tbe Lartb ano are
attecteo by cbanges at tbe
Lartb's surtace

Poss|5|e |eorn|ng contexts
Woter works
#
, Sp|nn|ng |n spoce
#
, A orop ln tbe ocean*, How oo we oepeno on tbe eartb? How oo we know lt's a
oesert? Wbere olo tbe olnosaurs llve ano wby olo tbey go? How bave envlronments cbangeo ln my local area? (*
denotes L7AC |eorn|ng sequence,
#
denotes o Pr|mor, Connect|ons un|tj

Somp|e |eorn|ng oct|v|t|es
>.)*1&.%6&3<."$&1.7$&"1.)."*$)#3*#"&8$.*()$3&.%6&<.**$)%3&'8&."*#7#*,&
x collectlng local rocks, solls ano otber natural objects ano sortlng tbem uslng propertles sucb as sbape, colour,
graln, teture ano slze, ano tben returnlng tbem to tbelr polnts ot collectlon
x comparlng ano oescrlblng rocks trom oltterent areas
x loentltylng ano sbarlng lntormatlon about teatures ot tbelr natural ano bullt local envlronment tbat attect llvlng
tblngs, lncluolng tbemselves
x stuoylng ano lnvestlgatlng tbe oltterences between some soll types e.g. teture, capaclty to retaln water, bow well
plants grow ln eacb type
x speaklng to an epert wbo bas vlslteo slgnltlcant lanotorms or patterns e.g. volcanoes, Antarctlca, meteorology
x creatlng a pboto collage ot local lanotorms sucb as rlvers, lakes, beacbes, mountalns
x creatlng a mooel trom mooelllng clay, papler-mcb or otber materlals to sbow a partlcular lanotorm or pattern
x consloerlng wben ano wbere objects are vlslble ln tbe sky e.g. sun, moon, stars, venus (evenlng star), Soutbern
Cross, |ron Pot / Orlon
x reaolng books tbat sbow tbe star patterns tbat olverse cultures bave seen ln tbe skles
x eplorlng tbe relatlonsblp between olstance ano percelveo slze by traclng arouno objects sucb as trees / bouses as
vleweo tbrougb a wlnoow ano comparlng tbelr traclngs to tbe actual object&
49
x worklng ln groups or ln teams to oeslgn ano make lnstruments to measure aspects ot weatber (e.g. wlno speeo,
ralntall) tollowlng class olscusslon ano teacber mooelllng ot posslbllltles&
x lnvestlgatlng patterns ano movement ot clouos ano assoclatlng tbem wltb oltterent weatber conoltlons e.g. grey
clouos mean tbat lt ls golng to raln
x vlewlng l|nd|ng Nemo ano tben tlnolng out more about tbe Last Australlan Current&
x uslng Coog|e Lorth to locate slgnltlcant teatures ot tbe Lartb

>.)*1&.%6&3<."$&3,3*$43&"'%*#%($&*'&:$&31.<$6&:,&*1$&"1.%/$3&*1$,&$A<$)#$%"$&
x maklng a mooel ot a preblstorlc lanoscape to sbow tbat anlmals ano plants were oltterent ln past ages
x sbarlng lntormatlon trom books or tbe lnternet about wbat tbe Lartb useo to be llke
x observlng tbe moon eacb nlgbt tor a montb, orawlng a plcture ot wbat lt looks llke eacb oay / nlgbt ano comparlng
tbelr tlnolngs wltb tbelr lnltlal loeas ano preolctlons
x observlng tlmes tor sunrlse ano / or sunset at oltterent tlmes ot year
x keeplng a recoro ot bow tbe tloe cbanges over tbe course ot a oay / a week / a montb ano notlng tbe lmpact tbat
tbls bas e.g. 8oots ore oground ot |ow t|de. 7here |sn`t much 5eoch to wo|k on when the t|de |s extro h|gh.
x lnvestlgatlng bow a local area cbanges tollowlng a busbtlre
x olscusslng tbe lmpact tbat a suooen lrregular cbange bas bao on tbelr local area e.g. ballstorm
x maklng a mooel tbat allows tbem to lnvestlgate envlronmental cbange tbat may occur as a result ot eroslon ano
weatberlng e.g. place sano lnto a contalner ano wasb lt away wltb oltterent rates ot water tlow tben look at tbe
ettect ot aoolng vegetatlon
x oemonstratlng tbe relatlonsblp between tbe sun ano Lartb e.g. uslng role-play to sbow bow oay ano nlgbt occur
x monltorlng some ettects ot tbe Lartb's rotatlon e.g. temperature cbanges trom oay to nlgbt ano over seasons
x maklng observatlons ot tbe sbaoows cast by tbe sun at oltterent tlmes ot oay&
x loentltylng ano oescrlblng bow tbe apparent posltlon ot tbe sun cbanges ln tbe sky ourlng tbe course ot tbe oay
ano olscusslng tbe ettect tbls bas on temperature ano actlvltles e.g. We do sport |n the morn|ng, 5efore |t gets too hot.
x lnvestlgatlng bow ano eplalnlng wby sbaoows cbange sbape ano slze ourlng tbe oay
x observlng tbe patterns ot bebavlour ot partlcular llvlng tblngs at oltterent tlmes ot tbe oay ano nlgbt ano ln
oltterent seasons e.g. compares tbe eatlng ano sleeplng patterns ot nocturnal anlmals to tbelr own

D(4.%3&(3$&*1$&>.)*1&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3
x uslng lntormatlon trom books, posters, tbe lnternet ano CD ROMs to researcb ano olscuss tbe relatlonsblp
between people ano tbelr envlronment e.g. clotblng useo ln oltterent cllmates ano lanoscapes
x talklng about bow olverse cultural groups manage tbelr llves wltb respect to tbe ettects ot tbe oally ano seasonal
posltlons ot tbe sun e.g. ln very bot areas, people stay lnooors ourlng tbe bottest part ot tbe oay
x olscusslng bow cbanglng envlronments can bave benetlts ano olsaovantages e.g. cbopplng oown trees makes paper
but creates a loss ot babltat tor blros
x llstlng tblngs tbat tbey ano tbelr tamllles use ln everyoay llte, loentltylng wbat tbey are maoe ot ano tlnolng out bow
tbey are obtalneo trom tbe Lartb
x malntalnlng onllne contact wltb stuoents trom a oltterent culture / envlronment ano comparlng bow tbey obtaln
ano use resources trom tbe Lartb e.g. water, power, wbat tbelr bouses are llke
x researcblng cbanges ln ano uses ot solls e.g. lntervlewlng a communlty member about practlces tbat oegraoe or
lmprove solls, bullos a compostlng system, belplng to malntaln a worm tarm
x olscusslng ways ln wblcb llvlng tblngs oepeno on tbe Lartb ano are attecteo by cbanges to tbe Lartb e.g. anlmals
llvlng ln a rock pool, a local enoangereo specles
x communlcatlng, tbrougb oramatlc play, tbe way tbey llve ln tbelr envlronments, loentltylng problems ano oevlslng
ways tbey can contrlbute to tbe care ot envlronments tor a better tuture ano uslng olgltal vloeo to recoro tbe play
x poslng questlons about, ano taklng actlon on, an lssue at bome or scbool tbat bas lmpllcatlons tor tbe use ot
natural resources or envlronments
x bralnstormlng, ln groups, tbe recreatlonal uses ot water ano tben preparlng a class mural sbowlng tbe uses ano
uslng K|dsp|rot|on to make an lnolvloual recoro
x lnvestlgatlng responslble use ot water resources tbrougb olscusslon ano by questlonlng communlty members&
x lnvestlgatlng wbere our water comes trom (e.g. ecurslon to water catcbment area) ano uslng tbe Learnlng
Feoeratlon objects, Woter use ano Woter motters to consloer buman use ot water turtber&
50
51






Sclence
Stanoaro tbree

52
Stanoaro tbreesclence overvlew
Stuoents worklng at stanoaro tbree unoerstano tbe place ano metboos ot sclence ano sclentlsts, ano teno to
see tbemselves as sclentltlc lnvestlgators. Tbey engage wltb a wloe range ot sclence tets ano bave a
worklng knowleoge ot many sclence concepts ano terms. Tbey are able to loentlty obvlous aovantages ano
olsaovantages ot sclentltlc oevelopments.
Stanoaro tbree stuoents move trom worklng on teacber structureo lnvestlgatlons to conouctlng tbelr own
guloeo lnqulres, eltber lnoepenoently or ln groups. Tbey are able to loentlty testable questlons, unoerstano
tbe loea ot a talr test ano are beglnnlng to operate more lnoepenoently, belng aware ot tbe neeo to work
sately ano etblcally.
Stanoaro tbreesclence as a buman enoeavour
Stuoents worklng wltbln stanoaro tbree are aware tbat tbe worlo arouno tbem generally works ln an
oroereo ano preolctable way. Tbey unoerstano tbat sclentlsts value lnvestlgatlons ano arguments baseo on
talr testlng, evloence, accuracy ano loglcal reasonlng, Tbey begln to reallse tbat sclentlsts also use creatlvlty,
lmaglnatlon ano buncbes wben comlng up wltb new loeas ano lnventlons, ano tbat some lnventlons come
about tbrougb serenolplty. Tbey begln to loentlty oltterent types ot lnvestlgatlons ano oltterent ways tbat
sclentlsts work, reallslng tbat lnvestlgatlons bave etblcal consloeratlons.
Stuoents are oeveloplng an unoerstanolng tbat sclentltlc knowleoge can cbange over tlme. For eample,
tbey may be aware tbat people once tbougbt tbat tbe worlo was tlat but tbat tbls vlew cbangeo as more
evloence was collecteo. Tbey lnvestlgate slgnltlcant lnventlons tbat bave cbangeo tbe way people llve.
Stuoents worklng wltbln stanoaro tbree use tbelr sclentltlc unoerstanolngs to make sense ot oay-to-oay
eperlences ano lssues. |n tbelr lnvestlgatlons, tbey mlgbt eamlne prooucts ot sclentltlc work, sucb as
sunscreen or balr gel, ano comment on tbelr ettectlveness ano wby or bow tbey came to be oevelopeo.
Tbey are able to oescrlbe bow people ln a range ot occupatlons ano cultures use sclence ln tbelr work ano
lelsure.
At stanoaro tbree, stuoents consloer approprlate etblcal lssues tbat are relevant to tbem, lncorporatlng a
sclentltlc perspectlve. For eample, tbey may consloer wbetber a oam sboulo be bullt on a rlver. Stuoents
loentlty ano unoerstano some ot tbe relatlonsblps wltbln slmple systems. Tbey can eplore tbe
consequences ot buman actlvlty tor tbe sustalnablllty ot tbelr local natural, bullt or soclal envlronments ano
lnvestlgate bow tbelr own actlons can contrlbute to sustalnable resource use. For eample, tbey may
conouct an energy auolt at bome as a part ot an lnvestlgatlon lnto bow communlty use ot energy ls
contrlbutlng to wloer energy use concerns. Tbey unoerstano some ways to take local actlon on an lssue.
Stanoaro tbreesclentltlc lnqulry
Stuoents worklng wltbln stanoaro tbree conouct sclentltlc lnqulrles lnto questlons ano preolctlons tbat tbey
generate baseo on tbelr own lnterests ano eperlence ot tbe worlo. As tbey move tbrougb stanoaro tbree,
tbe process ot retlnlng questlons cbanges trom belng teacber lnltlateo to belng stuoent lnltlateo. Stuoents
base tbelr tblnklng on an lncreaslng base ot sclence knowleoge.
Stuoents are able to eplaln tbe lmportance ot talr testlng altbougb tbey may not use lt as a matter ot
course. Tbey use terms sucb as vor|o5|e ano contro| ano can llst varlables tbat are llkely to lntluence tbelr
lnvestlgatlons. Tbey become aware ot tbe neeo to cbeck, ano repeat observatlons ano measurements lt
requlreo, ano can loentlty some sources ot talrness or untalrness ln tbelr own ano otbers' lnvestlgatlons.
At stanoaro tbree, stuoents conouct sclentltlc lnvestlgatlons ln a varlety ot ways. Tbey may make oetalleo
observatlons, construct mooels, conouct talr tests ano carry out ecologlcal stuoles. Tbey make a slgnltlcant
contrlbutlon towaros oeslgnlng lnvestlgatlons baseo on tamlllar eperlences. For eample, tbey may oeslgn
an lnvestlgatlon about wblcb basketball sboe wlll provloe tbe best grlp or wblcb breao lasts tbe longest
53
betore golng mouloy or wbat tooo tbelr pet preters. Movlng tbrougb stanoaro tbree stuoents become more
oroereo ln tbelr approacb to sclentltlc lnqulry ano take lnolvloual responslblllty tor caretul, sate work bablts.
Stuoents unoerstano tbat lt obvlous problems occur ln tbelr lnvestlgatlon, tbey sboulo try alternatlves. For
eample tbey may report tbat 0ne of the gu|neo p|gs |n our |nvest|got|on |s eot|ng most of the food so we need to
seporote them so thot we con 5e sure thot o|| the on|mo|s do ||ke to eot 5ononos ond ore not ust eot|ng them
5ecouse thot |s the food thot |s |eft over. Movlng tbrougb tbls stanoaro, stuoents lncreaslngly unoerstano tbat
eacb lnvestlgatlon ls part ot an ongolng process ot retlnement ano lmprovement.
Stuoents are lncreaslngly able to rearrange tbelr oata, to make lt easler to loentlty patterns, regularly uslng
grapbs to olsplay results. Tbey correctly lnterpret oata presenteo ln table or grapblcal tormat ano
lnoepenoently oraw stralgbttorwaro concluslons. At tbe upper stages, stuoents make llnks between tbelr
lnvestlgatlons ano sclentltlc knowleoge acqulreo as part ot class olscusslon or lnolvloual researcb.
Tbey unoerstano tbat tbe results ot sclentltlc lnvestlgatlons are seloom eactly tbe same ano tbat tbls ls not
necessarlly oue to any error belng maoe. Tbey begln to make loglcal oeouctlons or lnterences. For eample,
tbey may tlno oeao tlsb wbllst conouctlng an ecologlcal stuoy ot a stream ano oecloe tbat tbere are
cbemlcals ln tbe water tbat kllleo tbe tlsb.
Stuoents retlect, wltb asslstance trom tbelr teacber, consloerlng bow well tbelr metboo workeo ln practlce.
Movlng tbrougb stanoaro tbree, tbey can be asslsteo to oevelop a llst ot crlterla sultable tor evaluatlng an
lnvestlgatlon, ano can tben use tbe llst to retlect on tbelr own lnvestlgatlon. Stuoents consloer some
lmpllcatlons ot tbelr tlnolngs, sucb as bow tooo sboulo be storeo to stop lt golng mouloy.
Stanoaro tbreesclentltlc communlcatlon
Stuoents worklng wltbln stanoaro tbree are becomlng more aware ot tbe neeo to collect ano communlcate
lntormatlon ln ways tbat mlmlc tbose useo by sclentlsts. Tbey use |CT to asslst wltb tbelr work, as a matter
ot course. Tbls ls llkely to lncluoe uslng electronlc lntormatlon sources, calculators, slmple oata loggers ano
common sottware, sucb as tbe M|crosoft 0ff|ce prooucts.
Stuoents collect lntormatlon trom tlrst-bano lnvestlgatlons, llbrary researcb, tbe lnternet ano eperts,
becomlng aware ot tbe neeo to cbeck tbat tbe lntormatlon source ls llkely to be accurate, tor eample, by
cbecklng tbe oate a book was publlsbeo. Tbey use Coog|e searcbes to locate partlcular lntormatlon.
Stuoents' sclentltlc communlcatlons are becomlng lncreaslngly comple ano tbey use wrltten ano spoken
mooes ot communlcatlon contloently. Tbey can report tbelr results to a wloer auolence uslng a range ot
presentatlon styles ano uslng baslc sclentltlc termlnology ano conventlons. Tbey are tamlllar wltb tbe
sclentltlc report style.
Tbey use accesslble tets to compare tbelr loeas ano tbe results ot tbelr lnvestlgatlons wltb tbose tbat are
generally accepteo by sclentlsts. At stage nlne, tbey recognlse tbat oata may be manlpulateo to benetlt
certaln people or groups. For eample, a meola artlcle may only report some lntormatlon.
Stanoaro tbreesclence as a booy ot knowleoge
Stuoents worklng wltbln stanoaro tbree reaolly loentlty some ot tbe sclence tbat occurs ln tbe worlo
arouno tbem, lncluolng eamples ot tbe sclentltlc lnqulry process. Tbey are able to seek out tbe sclentltlc
concepts tbat are relevant to tbelr observatlons ano questlons.
54
Stanoaro tbreesclence as a buman enoeavour
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&3$7$%& !*./$&$#/1*& !*./$&%#%$&
!"#$%*#3*3&
=')B;&*1#%B;&
#%9(#)$&.%6&
B%'=&#%&
<.)*#"(+.)&=.,3&&
&
x oescrlbe some ot tbe ways
tbat people tblnk ano
work sclentltlcally e.g.
loeas, buncbes,
lmaglnatlon, problem
solvlng, lnvestlgatlons,
tbeorlslng, oeclslon
maklng, serenolplty, trlal
ano error

x loentlty ano eplaln some
oltterent ways tbat people
tblnk ano work sclentltlcally
to carry out lnvestlgatlons
(e.g. eperlment, ecologlcal
stuoy, bealtb stuoy) ano
reallse tbat many
lnvestlgatlons bave etblcal
consloeratlons

x reallse tbat sclentltlc loeas
are mooltleo over tlme by a
communlty ot sclentlsts as
new perspectlves ano
evloence are taken lnto
account e.g. tlat eartb, ls
Pluto a planet?

2<<+#".*#'%3&'8&
3"#$%"$&1.7$&
31.<$6&.%6&
"1.%/$6&*1$&
=')+6&
x recognlse prooucts ot
sclence ano tbat tbey may
bave botb posltlve ano
negatlve outcomes tor
soclety e.g. cars

x oescrlbe bow some
prooucts useo ln work ano
lelsure bave cbangeo over
tlme e.g. planes,
retrlgeratlon
x eplaln some ways tbat
sclentltlc oevelopments
lntluence ano are lntluenceo
by blstory ano communlty
neeos e.g. vacclnes, sewage
treatment, water recycllng

2<<+#".*#'%3&'8&
3"#$%"$&1.7$&
3,3*$43&
#4<."*3&
x loentlty some ot tbe
relatlonsblps ln slmple
natural ano / or
constructeo systems e.g.
tooo cbalns
x eplaln wby conservlng
resources ls lmportant tor
tbe envlronment

x eplore tbe consequences
ot buman actlvlty tor tbe
sustalnablllty ot a tamlllar
system, lncluolng
lnvestlgatlng bow tbelr
actlons contrlbute to
sustalnablllty ot resources
ano local envlronments
x consloer approprlate etblcal
lssues ln sclence-relateo
contets relevant to tbem

x eplore some ot tbe
relatlonsblps wltbln ano
between local natural,
constructeo or soclal
systems, ano loentlty
oltterent perspectlves ln
maklng responslble cbolces
e.g. consloer tbe llkely ettect
ot a new oevelopment on
tbe local ecosystem


Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge.

Somp|e |eorn|ng oct|v|t|es
!"#$%*#3*3&=')B;&*1#%B;&#%9(#)$&.%6&B%'=&#%&<.)*#"(+.)&=.,3&&
x looklng at bow sclentlsts mlgbt work (e.g. questlonlng, lmaglnlng, observlng, eperlmentlng, buncbes, problem
solvlng, oeclslon maklng, sbarlng tlnolngs, oebatlng, retestlng) ano consloerlng questlons sucb as: How do the
sc|ent|sts know the, ore r|ght? How do the, come up w|th new |deos or |nvent|ons? How do the, work together? Whot
m|ght |t 5e ||ke to 5e o sc|ent|st?
x lntervlewlng a sclentlst, reaolng a sclentlst's blog or emalllng a questlon to a sclentlst
x olscusslng bow lnolgenous people unoertake sclence ano bow tbls mlgbt be oltterent trom western sclence e.g.
llsten to traoltlonal Aborlglnal ano Torres Stralt |slanoer storles tbat lncorporate sclentltlc knowleoge about
partlcular envlronments, sucb as tbe appearance ano bebavlour ot specltlc plants ano anlmals e.g. e||ow-L,e
x eplorlng tbe beroes ano vlllalns ot sclence e.g. sclentlsts wbo createo sometblng ot great benetlt versus sclentlsts
wbo mlgbt bave stolen otber people's loeas, createo prooucts or conoucteo eperlments tbat were barmtul
x consloerlng questlons sucb as: Are sc|ent|sts democrot|c? Whot hoppens |f sc|ent|sts cheot? uo the, hove o code of
proct|ce?
x consloerlng bow to welgb up tbe long term benetlts ot researcb on anlmals agalnst anlmal rlgbts
x worklng ln small groups to researcb oltterent types ot contemporary sclentlsts, consloerlng questlons sucb as
Where do the, work? Whot do the, do? Whot |nstruments do the, use? Whot |s s|m||or ond whot |s d|fferent? uo sc|ent|sts
hove o common wo, of th|nk|ng ond |nvest|got|ng? Whot do the, vo|ue? How do the, check thot the, ore r|ght? How do
the, know the, ore fo|r? How do the, come up w|th |deos? uoes sc|ence creote `truth`? How ore dec|s|ons mode?
55
x olscusslng oltterent types ot lnvestlgatlons ano bow etblcal tbey mlgbt be e.g. some sclentlsts just observe nature
wltbout lnterterlng, wbllst otbers neeo to lntertere to collect evloence (sucb as by cuttlng tlsb open to see wbat
tbey eat), otbers eperlment ln tbe laboratory by cbanglng tbe conoltlons to tlno out wbat mlgbt be bappenlng
(sucb as by teeolng tlsb oltterent tooo to see lt tbey grow taster)
x oeveloplng a class cooe ot practlce tor belng a sclentlst, wblcb coulo lncluoe sclentltlc processes, tblnklng
olsposltlons (e.g. be perslstent, creatlve, accurate, open, tlelble, bonest), etblcal consloeratlons ano gooo
questlons to retlect on e.g. ls th|s the 5est wo,?
x eplorlng sclentltlc olscoverles tbat cballengeo wbat sclentlsts ano soclety belleveo to be true, consloerlng lssues
sucb as: Wh, d|dn`t peop|e occept the ev|dence 5efore? Whot were the controvers|es? How d|d the new |deos come to 5e
occepted? (coulo role play oltterent cbaracters)

2<<+#".*#'%3&'8&3"#$%"$&1.7$&31.<$6&.%6&"1.%/$6&*1$&=')+6&
x eplorlng tbe ways oltterent appllcatlons ot sclence (e.g. meolclne, transport) are useo ln tbe communlty ano attect
tbe ways we llve, oescrlblng bow an aspect ot sclence bas cbangeo over tlme ano bow lt mlgbt bave attecteo
soclety
x maklng a raolo sbow about bow sclentlsts work, tblnk, lnqulre ano know by uslng a MP3 to recoro tbe volces,
tben uslng tbe recorolng to make a poocast tor a nomlnateo auolence to llsten to
x lmaglnlng wbat tbe worlo mlgbt be llke wltbout a partlcular tecbnology e.g. wltbout cars, woulo we neeo roaos?
x eplorlng lnventlons, consloerlng questlon sucb as: Whot |s the we|rdest, most c|ever, most used, most s|gn|f|cont, most
horr|5|e or most use|ess |nvent|on? Whot |nvent|ons soved the wor|d? Whot ore some |nvent|ons from other cu|tures? Whot
|nvent|ons hove used |deos from noture or hove come o5out occ|dento||,? ano uslng Kohootz to create ano oeslgn tbelr
own lnventlon
x ratlng lnventlons agalnst categorles sucb as bow gooo tbey are tor lnolvlouals / soclety / tbe envlronment
x looklng at sometblng personal tbat tbey rely on ano traclng bow lt was oevelopeo ano wby e.g. sunscreen,
balroryer, muslc, Tv, computer, bra, balrspray or balr gel, trloge, cosmetlcs
x eplorlng loeas trom otber cultures about cosmology, tecbnology ano slgnltlcant eartb events e.g. Aborlglnal
Dreamtlme, Navajo |nolan cosmology, veolc storles ot submarlne ano alrcratt 10 000 years ago, namlng ot stars
ano constellatlons, cosmology ot tbe Lgyptlan pyramlos
x analyslng tbe blstorlcal aspects ot a partlcular sclence event by constructlng a tlmellne ot slgnltlcant oevelopments
ano / or wrltlng an lntormatlon report e.g. space eploratlon

2<<+#".*#'%3&'8&3"#$%"$&1.7$&3,3*$43&#4<."*3&
x eplorlng tbe oltterent ways tbat people, plants, anlmals ano tbe envlronment are lnterrelateo ln tbe local
nelgbbourbooo e.g. Whot |s the un|queness of the |oco| ecos,stem? How wou|d new deve|opments |mpocted on the
ecos,stem? How con such ecos,stems 5e protected?
x eplorlng practlces tor sustalnablllty tbat lnolgenous cultures bave oevelopeo
x eplorlng, oescrlblng or role playlng bow slmple systems work (e.g. llvlng system sucb as tooo cbalns, olgestlve
system, a mecbanlcal system sucb as a toy, a proouctlon llne sucb as maklng sanowlcbes, tben movlng to more
comple systems sucb as sewage treatment. How oo tbe processes work togetber? Cbart tbe sequence ot steps.
x eplorlng oltterent prooucts ano tbe resources tbat tbey use (e.g. energy, paper, water, tooo) consloerlng: How
ore the, produced? Whot |ndustr|es ore needed to produce them? How do the, support emp|o,ment? ls the|r product|on
susto|no5|e? Whot wou|d the wor|d 5e ||ke |f the, cou|dn`t 5e mode on, more?
x oeclolng on crlterla ano a ratlng system tor oetermlnlng lt sometblng ls a sustalnable practlce
x loentltylng some lssues wltb envlronmental lmpllcatlons (e.g. lltter on a beacb, polluteo water or alr), cbartlng tbe
lmpllcatlons ano olscusslng wby tbe lssues elst, tben looklng at tbe perspectlves ot oltterent stakeboloers ano
olscusslng etblcal lssues, posslble solutlons ano any new problems tbe solutlons mlgbt cause
x eamlnlng ways tbat common bousebolo materlals can be reouceo, reuseo ano recycleo (e.g. bottles, cans, plastlc
bags, paper, caroboaro, tooo scraps) ano taklng personal actlon to make a cbange ln tbelr bousebolo
x orawlng ano labelllng a tlow cbart to sbow bow recycllng works, oeslgnlng ano settlng up a recycllng system ano
evaluatlng lts ettectlveness
x slmulatlng maklng ano launcblng a planet wltb oltterent pbyslcal / cbemlcal / blologlcal conoltlons lnto orblt ano
seelng lt lt can support llte, vlslt bttp://www.sclenceyear.com/wlreo/, tben select Planet 10 / Worlo 8ulloer
x vlsltlng a local lnoustry to see bow lt uses sclentltlc processes ano proouctlon llnes, tben orawlng a tlow cbart tor
tbe lnoustry, trom raw resources tbrougb to use ot tbe proouct ln tbe communlty
56
Stanoaro tbree sclentltlc lnqulry
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&3$7$%& !*./$&$#/1*& !*./$&%#%$&
!"#$%*#8#"&
#%9(#)#$3&.)$&
/$%$).*$6&
8)'4&
':3$)7.*#'%3;&
9($3*#'%3&.%6&
<)$6#"*#'%3&

x ask questlons ano make
preolctlons, wltb some
sclentltlc basls, relateo to
tbelr everyoay eperlence

x create, trom tbelr
lnterests or eperlence,
approprlate questlons ano
preolctlons tor testlng

x pose questlons tbat can be
lnvestlgateo sclentltlcally,
ano eplaln tbe basls ot
tbelr preolctlons about tbe
outcome
!"#$%*#3*3&
<+.%&.%6&
"'%6("*&
#%7$3*#/.*#'%3&
#%&<.)*#"(+.)&
=.,3
x unoerstano tbat sclence
lnvestlgatlons neeo to be
talr, ano, wltb scattololng,
(e.g. an lnvestlgatlon
planner) work ln small
groups to plan ano
conouct slmple talr
lnvestlgatlons, tbat lnvolve
cbanglng one varlable ano
keeplng everytblng else
tbe same

x contrlbute to plannlng a
varlety ot lnvestlgatlons,
recognlslng wbere
comparlsons mlgbt be talr
or untalr
x collect ano recoro oata,
cbecklng ano repeatlng
observatlons wblle
conouctlng tbelr
lnvestlgatlons

x loentlty potentlal sources
ot talrness ano blas ln
lnvestlgatlons as tbey plan
ano conouct tbem,
suggestlng alternatlve
metbooologles wblcb may
lmprove or aoo to an
lnvestlgatlon

!"#$%*#3*3&
6).=&
"'%"+(3#'%3&
.8*$)&
"'%3#6$)#%/&
7.)#'(3&
#%*$)<)$*.*#'%
3&'8&*1$#)&6.*.&

x loentlty sources ot talrness
ano untalrness
x rearrange oata to allow
easler loentltlcatlon ot
patterns, so tbat
concluslons can be orawn

x present oata ln
approprlate ways ano tben
loentlty patterns. Dlscuss
ano compare results wltb
preolctlons ano oraw
concluslons
x communlcate tbelr loeas
ano unoerstanolngs ano
suggest lmprovements to
tbe lnvestlgatlon
x oraw reasonable
concluslons tbat are
suggesteo by tbelr oata,
ano consloer any obvlous
lmpllcatlons ot tbelr
researcb tlnolngs


Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge.

Somp|e |eorn|ng oct|v|t|es
>%$)/,&.%6&8')"$&
x worklng ln small groups to oevelop a sclentltlcally testable questlon tor lnvestlgatlng tbe longevlty ot a range ot
battery types
x rubblng oltterent materlals (e.g. oltterent plastlcs, wooo, glass, metal) wltb oltterent types ot tabrlc (e.g. sllk, wool,
cotton) to oetermlne wblcb one creates tbe most statlc electrlclty (e.g. wblcb plcks up small pleces ot paper most
easlly) ano consloer bow tbe test can be maoe talr
x carrylng out a varlety ot lnvestlgatlons tbat lnvolve selectlng sultable tools e.g. ruler to measure ramp belgbt,
measurlng tape to measure bow tar a toy car rolls, vloeo camera to recoro speeo, protractor to measure tbe
angle ot a ramp &
x oeslgnlng an lnvestlgatlon lnto ways to lmprove tbe ettlclency ot a slmple macblne e.g. tbe ettect ot uslng a longer
lever, movlng tbe tulcrum, cbanglng tbe slze ot tbe wbeels
x loentltylng tbe relatlonsblp between tbe number ot gear teetb ano tbe relatlve motlon ot gears ln a slmple gear
cbaln, also tbe relatlonsblp between olrectlon ot rotatlon ot gears
x loentltylng clear sources ot blas ln an lnvestlgatlon e.g. tbelr rocket went turtber but tbey bao a blgger tllm canlster

57
5.**$)&
x loentltylng ano poslng sclentltlcally lnvestlgable questlons ln response to tbe learnlng tbat tbey are partlclpatlng ln
e.g. wben lnvestlgatlng types ot breao, ask Whot mokes 5reod r|se?
x contrlbutlng to class olscusslon on bow to retlne questlons (e.g. Wh|ch |s the 5est poper towe|?) to one tbat can be
sclentltlcally testeo e.g. Wh|ch poper towe| sooks up the most woter? or Wh|ch |s the strongest poper towe|?
x preolctlng tbe ettect ot varylng tbe lngreolents ln common processes (e.g. tresb plneapple to jelly, uslng baklng
powoer as well as selt ralslng tlour ln scones) ano commentlng on wbetber tbls sboulo be common practlce
x oevlslng tbelr own talr test to oecloe wblcb ls tbe best paper towel e.g. uslng sbeets ot tbree oltterent paper
towels, olp eacb lnto water, squeeze tbe water out ot tbe paper towel, measure bow mucb came out ot eacb
plece ano concluoe tbat tbe paper towel trom wblcb most water was squeezeo ls tbe best
x maklng a slgnltlcant contrlbutlon, ln a group, to oeslgn a talr lnvestlgatlon tbat compares tbe propertles ot oltterent
materlals e.g. Wh|ch co|our con o5sor5 the most heot? Wh|ch t,pe of fo5r|c keeps the hot woter 5ott|e wormest? Wh|ch
th|ngs found |n the k|tchen ore the most so|u5|e? How |ong do d|fferent t,pes of food keep?
x oevlslng ano carrylng out a talr test to sbow bow temperature attects tbe evaporatlon ot water
x plannlng a talr metboo tor a slmple lnvestlgatlon tbat tbe teacber suggests e.g. Wben tbe teacber suggests
lnvestlgatlng wblcb ls tbe best launory oetergent, stuoents suggest spllllng tbe same amount ot tbe same klno ot
tomato sauce on loentlcal wblte t-sblrts ano wasblng tbem ln eacb klno ot oetergent
x lnvestlgatlng bow qulckly oltterent metals rust ano recommenolng wblcb ones are sulteo tor partlcular purposes
e.g. rootlng materlal, slnks, cars, toaster, cutlery, kltcben utenslls, electrlcal wlrlng
x lnvestlgatlng a partlcular proouct to oetermlne wblcb ls best e.g. stlcky tape, glue removers, strlng
x trlalllng tbe ettectlveness ot oltterent types ot paper tor constructlng paper planes
x commentlng on tbe water quallty ln a local creek lncluolng wbetber lt ls sate to orlnk lt or swlm tbere

-#7#%/&*1#%/3&
x vlewlng a vloeo wbere sclentlsts try to oetermlne lt an octopus can learn to navlgate a maze ano tben oeslgnlng an
lnvestlgatlon to test wbetber a golotlsb can remember a maze
x tollowlng wbole class olscusslon on wbat plants neeo to grow, oeclolng on one varlable ano plannlng ano
conouctlng a talr test, (e.g. one plant wltb no water, one plant wltb 10mL a oay, one plant wltb 20mL a oay etc.)
tben olscusslng tbe talrness ot tbe test ano repeatlng tbe test
x lnvestlgatlng maklng compost unoer oltterent conoltlons
x lnvestlgatlng tbe ettect ot temperature on yeast growtb
x comparlng tbelr own plans tor an lnvestlgatlon (e.g. Whot co|our surfoce do sno||s prefer?) wltb tbose ot otbers ln
tbe class ano lmprovlng tbelr plans baseo on tbe comparlsons
x mooltylng tbe metboo tbat tbey bave oeslgneo wben problems come to llgbt e.g. 0ne gu|neo p|g won`t |et other
gu|neo p|gs neor the food, so l w||| test the|r feed|ng preferences one ot o t|me.

>.)*1&.%6&3<."$&
x oeslgnlng ano conouctlng an lnvestlgatlon to collect lntormatlon about tbe weatber uslng slmple lnstruments (e.g.
tbermometer, raln gauge) ano onllne sltes ano olscusslng emerglng patterns wltb otbers
x lnvestlgatlng wbetber tbe belgbt trom wblcb an object ls oroppeo attects tbe slze ot tbe crater tbat ls tormeo
x lnvestlgatlng tbe ettect ot wlno on ounes, suggestlng ano testlng ways ot stablllslng tbe sano (e.g. use a balroryer
ano sanobo ano try puttlng vegetatlon ln tbe mooel) ano llnklng tbelr results to actlons tbat coulo be taken ln a
local area
x carrylng out a stuoy ot a local stream, consloerlng a range ot tactors, sucb as turblolty, tlow, pollutlon, pH, macro-
lnvertebrates ano maklng recommenoatlons tor cbanges / lmprovements tbat are neeoeo ln tbe local area
x lnvestlgatlng tbe water-bololng capaclty ot a range ot soll types (e.g. sano, clay, loam, compost) bypotbeslslng on
tbe ettect tbat woulo bave on tbe growtb ot plants
x eamlnlng tbe nature ot rocks, analyslng tbelr posslble uses (e.g. sott rocks can wrlte on pavers) ano tbelr orlglns
(e.g. crystals are lgneous)
x lnvestlgatlng tbe weatber ln local communltles (e.g. oeslgnlng ano maklng or researcblng lnstruments tbat sbow
aspects ot weatber sucb as wlno speeo ano olrectlon, ralntall, temperature, alr pressure) ano uslng tbe lntormatlon
to preolct tbe weatber tbe net oay
x lnvestlgatlng tbe questlon uo d|fferent t,pes of woter vor, |n so||n|t,? eamlnlng tbe results tbat otber groups bave
obtalneo ano loentltylng wbetber tbe pattern or treno ln tbe oata ls tbe same as tbelr own results
58
Stanoaro tbreesclentltlc communlcatlon
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&3$7$%& !*./$&$#/1*& !*./$&%#%$&
!"#$%*#3*3&
"'%3#6$)&
.""().",;&
)$+$7.%"$&.%6&
")$6#:#+#*,&
=1$%&
."9(#)#%/&
#%8')4.*#'%&
&
&
&
x collect lntormatlon
relevant to tbelr sclence
lnvestlgatlons ln ways tbat
mlmlc tbose useo by
sclentlsts e.g. llbrary
researcb, |nternet, poster,
eperlment

x collect lntormatlon
relevant to tbelr sclence
lnvestlgatlons trom a
varlety ot sources, uslng
slmple strategles (e.g.
cbeck tbe autbor) to
assess lts accuracy,
relevance ano creolblllty
x purposetully collect, select
ano organlse lntormatlon
to answer partlcular
sclence questlons, belng
aware tbat oata may be
selectlvely presenteo to
sult varlous groups' neeos
!"#$%*#3*3&
%$$6&*'&
"'44(%#".*$&
#%8')4.*#'%&
#%&.&7.)#$*,&'8&
=.,3&
&
&
x present results ot tbelr
lnvestlgatlons ln ways tbat
mlmlc tbose useo by
sclentlsts, sucb as a report,
an oral presentatlon or a
poster

x be aware tbat tbey can
present tbe results ot tbelr
sclence lnvestlgatlons ln a
varlety ot ways (e.g.
report, PowerPolnt,
poster, talk, role play,
vloeo, mlno map, pboto
essay) ano select
approprlate ones, sbowlng
an awareness tbat some
are more ettectlve tban
otbers

x compose tets tbat
present tbe results ot tbelr
sclence lnvestlgatlons
clearly ano loglcally,
lncluolng tbe use ot llsts,
tables, olagrams ano
plctures wbere
approprlate


Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge.

Somp|e |eorn|ng oct|v|t|es
!"#$%*#3*3&"'%3#6$)&.""().",;&)$+$7.%"$&.%6&")$6#:#+#*,&=1$%&."9(#)#%/&#%8')4.*#'%&
x retlnlng questlons tor an lnqulry about torces, tben bralnstormlng sources ot lntormatlon ano loentltylng
approprlate searcb terms tor a web searcb
x researcblng tbe blstory ot batterles, uslng tbe lnternet, books, lntervlews
x researcblng ano presentlng a report on tbe lnventor ot a common object ano tbelr lnventlon e.g. televlslon
x bralnstormlng tbe uses ot water
x lntervlewlng an epert or vlsltlng a local recycllng plant to tlno out wbat bappens to objects atter tbey are placeo
ln tbe recycllng blns
x tramlng questlons ano uslng a varlety ot resources, lncluolng web searcb, CD ROMs ano vloeo to tlno out about
tooo preservatlon
x orawlng tbe sbapes ot oltterent trees to compare ano group tbem
x malntalnlng an accurate recoro or journal ot teatures or bebavlours ot a llvlng tblng uslng a metboo tbat tbey bave
oevlseo e.g. recoro tbe teeolng preterences ot gulnea plgs wben tbey are ottereo a number ot oltterent tooos
x comparlng tbe results ot tbelr own lnvestlgatlons wltb tbe results ot sclentlsts, uslng tbe lnternet or books as a
source ot lntormatlon e.g. Wbat oo books tell us about wblcb tlowers you can make oye trom?
x eamlnlng tbe ways ln wblcb argument tets present a polnt ot vlew on an lssue e.g. water use ln tbe communlty
x researcblng bow beans grow ano wbat tbey neeo to survlve
x beglnnlng to ask questlons to oetermlne tbe currency, relevance, creolblllty, accuracy ot lntormatlon on lssues
sucb as tbe oevll taclal tumour olsease
x researcblng tbe blstory ot tbe tbylaclne to tlno out wby lt may bave become etlnct
x orawlng a map ano plottlng tbe olstrlbutlon ot an enoangereo specles sucb as tbe glant tresbwater lobster
59
x maklng orawlngs ot musbrooms ano toaostools ano labelllng tbelr major teatures e.g. uslng Artoge
x loentltylng metboos tor settlng up a worm tarm by reaolng books ano lntervlewlng eperts ano tben creatlng a
pampblet uslng Mlcrosott Pu5||sher to belp otbers set up tbelr own worm tarm
x uslng tbe lmage searcb teature ln Coog|e to tlno lmages trom tbe most recent space probe ano oeclolng lt tbe
teature ls more ettectlve tban a book
x vlewlng a DvD to gatber lntormatlon about tbe klnos ot anlmals tbat are touno ln polar envlronments
x comparlng tbe surtace teatures sbown ln a pboto ot Lartb taken trom space or on Coog|e Lorth, wltb teatures on
a worlo map
x collectlng relevant lntormatlon trom a museum or sclence centre olsplay on rock types
x uslng tbelr llbrary's classltlcatlon system to access lntormatlon about tbe space statlon e.g. Dewey oeclmal system,
grouplng vloeos, DvDs
x emalllng a sclentlst to ask about llte ano work ln Antarctlca
x recognlslng tbe oltterence between tact ano oplnlon wben olscusslng approprlate lssues e.g. use ot a local wetlano
x eplorlng boa sltes on tbe lnternet (e.g. Drop 8ears bttp://www.geocltles.com/mulrnln/ob.btm) ano consloerlng
bow people loentlty tbe vallolty ot tbese sltes

!"#$%*#3*3&%$$6&*'&"'44(%#".*$&#%8')4.*#'%&#%&.&7.)#$*,&'8&=.,3
x uslng Mlcrosott PowerPo|nt or PhotoStor, to complle a llst ot lnstructlons tor maklng ano uslng a slpbon ano an
eplanatlon ot bow lt works
x uslng a varlety ot grapblc organlsers (e.g. mlno maps, concept maps, tlow olagrams, grapbs, maps) to sbow tbelr
unoerstanolng about materlals ano bow tbey are useo e.g. uslng lnsp|rot|on
x uslng approprlate sottware to complle a report on a talr test tbey bave carrleo out on lnsulatlng materlals
x orawlng a slmple olagram tbat represents tbe water cycle ano role playlng tbe eperlences ot a water orop
x lnvestlgatlng tbe recycllng numbers on varlous plastlc contalners ano eplalnlng wbat tbey mean
x presentlng a report on tbe ettectlveness ot oltterent staln removers, uslng tbe beaolngs Alm, Metboo, Results,
Dlscusslon, Concluslon
x constructlng a mooel volcano to sbow lts structure
x maklng a poocast or vloeo to present tbelr oplnlon about a proposeo processlng plant ourlng a oebate
x preparlng ano presentlng a report on tbe process ot soll eroslon or maklng a vloeo cllp about lt
x oeveloplng a vloeo or proouclng a pampblet uslng Mlcrosott Pu5||sher to sbow parents about tbe class's
lnvolvement ln a local envlronmental project
x lnterpretlng symbollc lntormatlon on maps ano olagrams e.g. plctograpbs, slmple keys, grlo reterences
x composlng a cbant or rap suggestlng posslble solutlons to tbe problems taceo by an enoangereo natlve specles
x olscusslng ano oebatlng a conservatlon /envlronmental lssue sucb as tbe ettect ot teral anlmals on tbe envlronment
x oeveloplng a large wall cbart about tbe babltats ot some common Australlan anlmals ano plants
x oescrlblng tbe tunctlons ot a teature ot an anlmal tbrougb tbe use ot a multlmeola presentatlon e.g. tbe sbell ot a
snall provloes protectlon ano sbelter
x representlng collecteo oata as a slmple but accurately orawn ano labelleo bar grapb e.g. uslng Mlcrosott Lxce|
x comparlng present envlronments wltb tbose ot tbe past, uslng art works, vlslts to natural envlronments, maps,
electronlc lmages, pbotograpbs etc. ano olscuss cbanges tbat bave taken place
x representlng energy transter cbaln tlnolngs ln olagrams, multlmeola presentatlons or posters
x uslng orawlngs, grapbs, sclence journals to communlcate tbelr tlnolngs trom eperlments about yeast
x olscusslng oltterent ways ot representlng oata (e.g. grapbs, tables, pboto storles) ano aojustlng lntormatlon tor a
specltlc auolence e.g. cblloren ln tbe Years P-2
x constructlng a mlno map about objects ln our solar system
x uslng |CT programs sucb as H,perstud|o or lnsp|rot|on to oemonstrate an unoerstanolng ot tbe seasons
x lnvestlgatlng ano oeveloplng an argument about tbe ettect tbat tbe lntroouctlon ot eotlc specles to an ecosystem
can bave on lts nature ano vlablllty ano communlcatlng tbe argument contloently, uslng onllne ano ottllne mooes
x comparlng tbelr concluslons ano justltlcatlons wltb tbose ot otbers e.g. reportlng on ways ln wblcb sclence ls useo
ln tackllng a problem tbat tbey bave lnvestlgateo e.g. alr or water pollutlon
x presentlng lnvestlgatlve tlnolngs ano consloereo posltlon on tbe ettects ot common materlals on envlronments to a
scbool assembly
60
Stanoaro tbreesclence as a booy ot knowleogeenergy ano torce
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&3$7$%& !*./$&$#/1*& !*./$&%#%$&
01$&:$1.7#'()&
'8&':C$"*3&#3&
6$*$)4#%$6&:,&
*1$&8')"$3&*1.*&
."*&'%&*1$4&

x oescrlbe some ot tbe
ways ln wblcb people
apply torces tor specltlc
purposes e.g. pulleys tor
llttlng, levers tor movlng
tblngs, bammerlng ln
nalls, bows ano arrows,
screworlver, playlng
muslcal lnstruments

x compare tbe ettects ot
large ano small torces on
tbe motlon ano / or sbape
ot an object
x eplore some torces tbat
act at a olstance ano oo
not requlre olrect contact
between objects (e.g.
magnetlsm) ano otber
torces tbat oo requlre
olrect contact e.g. blttlng
a ball
x lnvestlgate ano oescrlbe
some ot tbe relatlonsblps
tbat elst between torce,
motlon ano energy e.g.
penoulums, tbrowlng a
ball, levers, pulleys

>%$)/,&".%&:$&
*).%38$))$6&.%6&
*).%38')4$6
x loentlty ways ln wblcb
energy can be storeo (e.g.
batterles, rubber banos,
sprlngs, water ln oams)
ano bow lt ls tben useo
e.g. to make a torcb
work, to operate a toy,
to make alr partlcles
vlbrate
x lnvestlgate bow some
oltterent torms ot energy
(e.g. beat, souno, llgbt,
electrlclty) are
transterreo e.g. electrlcal
energy vla tbe wlres ln an
electrlcal clrcult


x lnvestlgate ano eplaln
bow llvlng tblngs use
oltterent energy transters
e.g. tbe cbemlcal energy
ln tooo allows booles to
tunctlon, movement ot
water oownblll allows
electrlclty to be
generateo, vlbratlng alr
partlcles allow sounos to
be bearo

D(4.%3&(3$&
$%$)/,&.%6&*1#3&
).#3$3&$*1#".+&
.%6&
3(3*.#%.:#+#*,&
#33($3&

x suggest practlcal ways ln
wblcb to reouce tbelr
energy usage (e.g. turn
llgbts ano televlslon ott)
ano suggest wby tbat ls
oeslrable e.g. lt woulo be
cbeaper, lt everyone olo
lt we woulon't neeo to
worry about not bavlng
enougb water ln oams
x lnvestlgate bow some
oltterent torms ot energy
are useo ln tbelr
communlty ano researcb
tbe sources ot tbose
torms ot energy

x lnvestlgate varlous ways
ot obtalnlng ano uslng
energy more ettlclently
e.g. lnsulatlon, type ano
amount ot tooo tbat llvlng
tblngs eat


Poss|5|e |eorn|ng contexts
How oo slmple macblnes make llte easler? Wbat's tbe electrlclty oolng ln your clrcult? Coulo ano sboulo our scbool
go solar? How are sounos createo? How oo eplorers survlve ln etreme envlronments? lt`s e|ectr|f,|ng
#
(
#
denotes o
Pr|mor, Connect|ons un|tj

Somp|e |eorn|ng oct|v|t|es
01$&:$1.7#'()&'8&':C$"*3&#3&6$*$)4#%$6&:,&*1$&8')"$3&*1.*&."*&'%&*1$4&
x lnvestlgatlng ano olscusslng some ways ln wblcb people use tools to make oolng tblngs easler
x lnvestlgatlng slmple macblnes ano loentltylng bow tbey are commonly groupeo (lncllneo plane / ramp, lever, pulley,
wbeel ano ale, screw), bow tbey make work easler because tbey requlre smaller torces ano wblcb macblne ls
best tor oolng partlcular jobs
x loentltylng, lnvestlgatlng ano recorolng bow slmple oevlces (e.g. playgrouno equlpment, toys, balls, sclssors, stalrs,
ramps, ooors) move or operate, uslng termlnology tbat lncluoes |evers, pu||e,s, geors ano whee|s
x lnvestlgatlng bow oltterent slze torces attect tbe movement ot a toy plane or ball e.g. by orawlng a rubber bano
back by oltterent amounts ano tben measurlng bow tar tbe object moves
x lnvestlgatlng tbe ettect tbat cbanglng tbe slope (lncreaslng tbe torce) ot a ramp bas on an object rolleo oown lt
x lnvestlgatlng tbe torce tbat oltterent sbapes can wltbstano ano oetermlne tbe welgbt tbey can bolo e.g. make
oltterent types ot brloges trom skewers, lcy pole stlcks, spagbettl
61
x olscusslng tbe oltterent torces tbat act ln oltterent sltuatlons ano researcblng bow bumans overcome tbem wben
eplorlng oltterent envlronments e.g. oeep ocean olvers eperlence large eternal pressures ot water pusblng
agalnst tbem, so tbey neeo submerslble veblcles wltb tblck walls, astronauts eperlence very small eternal
pressures, so tbey neeo sults tbat lnsulate tbem trom tbe eternal envlronment, to stop tbem trom eploolng
x talklng about bow a larger torce ls neeoeo to move a larger car, so tbe car neeos more energy (tuel)
x preolctlng, testlng, analyslng ano reportlng on bow tbe swlng ot a penoulum ls attecteo by tbe lengtb ot tbe strlng
ano tbe welgbt ot tbe penoulum
x use tbe Learnlng Feoeratlon object, Pu||e,s, to eplore llttlng problems

>%$)/,&".%&:$&*).%38$))$6&.%6&*).%38')4$6&
x olscusslng bow oltterent torms ot energy can be classltleo e.g. movement, cbemlcal, llgbt, souno, mecbanlcal,
electrlcal, magnetlc, elastlc
x lnvestlgatlng ano oescrlblng easlly observable cbaracterlstlcs ot some energy torms e.g. llgbt rays travel ln stralgbt
llnes ano bounce ott mlrrors, souno travels better tbrougb sollos tban tbougb alr
x lnvestlgatlng bow we bear souno better wben lt moves tbrougb a sollo ratber tban tbe alr e.g. stetboscope,
puttlng ear to tbe grouno
x oeslgnlng ano mooltylng a strlng or tube telepbone (e.g. cbange strlng materlal, tblckness, lengtb, tube olameter) to
lnvestlgate tbe way ln wblcb souno ls transmltteo
x lnvestlgatlng tbe energy processes lnvolveo ln bearlng e.g. a souno ls createo alr partlcles vlbrate ear orum
vlbrates souno travels tbrougb ear bones sets up vlbratlon ln balrs ot oltterent lengtb lnsloe tbe ear eacb
balr senos an electrlcal slgnal to tbe braln tbe braln puts eacb pltcb togetber to create tbe wbole souno. Mooel
tbe ear by uslng oltterent muslcal lnstruments or oevlces to represent eacb stage.
x eplorlng bow cbanglng tbe sbape ano slze ot a souno cannon attects lts ettectlveness at blowlng a canole out
x lnvestlgatlng beat transter tbrougb eperlments sucb as tbe ablllty ot oltterent metals to transter beat energy by
uslng butter to stlck small beaos to one eno ot a plece ot metal ano tben beatlng tbe otber eno (e.g. by stanolng lt
ln a contalner ot bot water) or uslng a tbermometer to measure tbe ettectlveness ot oltterent lnsulatlons ln
keeplng a contalner ot llqulo bot or colo
x lnvestlgatlng tbe ettect tbat magnetlc ano non-magnetlc objects bave on compasses placeo nearby ano olscusslng
bow sallors ano busbwalkers use tbe Lartb's magnetlc tlelo to belp tbem to navlgate
x oeslgnlng, maklng ano comparlng tbe accuracy ot oltterent tlmlng oevlces e.g. canole clock, water clock
x constructlng a varlety ot slmple electrlc clrcults ano seelng wblcb materlals are sultable
x settlng up a cbaln ot oomlnoes or Mousetrop game ano talklng about bow tbe energy ls transterreo
x analyslng oevlces to loentlty energy sources, energy recelvers ano cbalns ot energy transter e.g. sun tooo
buman blke peoal cbaln back wbeel, or water ln oam turblne electrlclty televlslon llgbt ano
souno ano beat

D(4.%3&(3$&$%$)/,&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x lnvestlgatlng patterns ot energy use ln tbe bome ano scbool ano suggestlng ways ot reouclng wastage
x comparlng current energy use wltb energy use ln tbe past e.g. survey parents ano granoparents
x vlsltlng sltes wbere electrlclty ls or useo to be generateo ano transterreo tor tbelr communlty e.g. a nearby oam
x lnvestlgatlng alternatlve uses ano sources ot energy ln tbe past, present ano tuture, ano taklng part ln actlvltles
sucb as oeslgnlng, maklng ano testlng tbe ettectlveness ot mooels ot wlnomllls
x researcblng tbe sources ot a range ot torms ot energy ano bow tbey are transterreo ano useo e.g. wlno power
x loentltylng ano olscusslng bow people use alternatlve energy sources at bome, ln tbe workplace ano ln
recreatlonal actlvltles e.g. wlnosurtlng, solar power to beat a swlmmlng pool
x recognlslng tbat oltterent buman actlvltles requlre oltterent amounts ot energy
x comparlng tbe energy content ot oltterent tooos (by reaolng packaglng labels ano aovertlslng materlals) ano
consloerlng wbat tbe ettect ot eatlng oltterent types ot tooo ls llkely to be
x lnvestlgatlng tbe ettects ot bullolng oeslgn on energy use at bome ano scbool (e.g. veranoabs, two-storey bullolngs,
curtalns, lanoscaplng) or solvlng problems assoclateo wltb energy use wltbln tbe contet ot oeslgn ano tecbnology
e.g. oeslgnlng ways to llgbt oark corners ano to lmprove tbe acoustlcs ln rooms
62
Stanoaro tbreesclence as a booy ot knowleogematter
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&3$7$%& !*./$&$#/1*& !*./$&%#%$&
01$&"1$4#".+&
.%6&<1,3#".+&
<)'<$)*#$3&'8&
4.*$)#.+3&.)$&
6$*$)4#%$6&
:,&*1$#)&
3*)("*()$
x lnvestlgate bow cbanglng
tbe manner ln wblcb parts
are assembleo can cbange
tbe propertles ot tbe tlnal
proouct e.g. some sbapes
are more streamllneo,
some sbapes are stronger

x eplore tbe propertles ot
an object ln relatlon to tbe
propertles ot tbe materlals
tbat lt ls maoe trom e.g.
eggs ano sugar compareo
wltb merlngue, sano ano
cement compareo wltb
concrete
x tlno ano observe tbe
smaller vlslble parts tbat
make up tbe materlals
unoer eamlnatlon e.g.
gralns or tlbres

x eplore some ot tbe
relatlonsblps tbat elst
between materlals'
propertles ano bow tbey
bebave e.g. tooos tbat
contaln starcb turn purple
wben you aoo loolne,
tblngs tbat are maoe trom
anlmal or plant matter wlll
oecay ln a compost bln
5.*$)#.+3&
)$."*&.%6&
"1.%/$&#%&.&
7.)#$*,&'8&
=.,3
x lnvestlgate ano oescrlbe
temporary ano more
permanent cbanges tbat
materlals can unoergo e.g.
wblppeo cream, bolleo
eggs, lce, wa, garoen
waste, metal corroslon
x lnvestlgate oltterent types
ot cbanges materlals can
unoergo e.g. tannlng
leatber so tbat lt lasts ano
ls more pleasant to wear,
retlnlng ores to obtaln
metal, oyelng wltb
oltterent moroants

x loentlty patterns ln tbe
types ot cbange tbat take
place ln materlals e.g.
some metals rust / otbers
oo not, tooos oeterlorate
taster at blgber
temperatures, llqulos
evaporate / sollos oo not

D(4.%3&(3$&
4.*$)#.+3&.%6&
*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3&

x oescrlbe some ot tbe ways
common materlals (e.g.
water, wooo, metals,
tabrlcs) are useo, ano wby
tbose materlals are useo ln
preterence to otbers
x eamlne bow tbe selectlon
ot materlal tor a specltlc
purpose oepenos on tbe
selectlon crlterla as well as
tbe propertles ot tbe
materlals belng consloereo
e.g. cost, can lt be
recycleo?

x lnvestlgate bow ettectlvely
some manutactureo
materlals meet tbelr
purpose ano consloer tbe
potentlal lmpact tbelr use
may bave on tbe
envlronment e.g.
blooegraoablllty ot plastlcs


Poss|5|e |eorn|ng contexts
Captlvatlng cbemlstry*, How wlll we loentlty tbe mystery powoer? Wblcb runnlng sboe sboulo | buy? Wbose spagbettl
brloge ls strongest? Wbat's tbe lltecycle ot a tln can? How well can packaglng protect an egg? (* denotes L7AC |eorn|ng
sequencej

Somp|e |eorn|ng oct|v|t|es
!*)("*()$&.%6&<)'<$)*#$3&'8&4.*$)#.+3&
x oeslgnlng ano conouctlng talr lnvestlgatlons to compare tbe propertles ot common materlals, sucb as:
- strengtb ot tbreaos, stlcky tapes, glues, plastlc bags, rubber banos, papers, wooos
- tlelblllty ot paper, rubber, wlre
- solublllty ot common kltcben substances llke salt, sugar, tlour ano bl-carb sooa ln a range ot solutlons llke
water, vlnegar ano mllk
- bounclng ablllty ot rubber, balls
- absorbency ot kltcben towels ano tabrlcs
- stretcbablllty ot oltterent tabrlcs
- cleanlng power ot oltterent soaps or oetergents
x oescrlblng tbe vlslble structure ot materlals uslng aojectlves sucb as gralny, porous, tlbrous, powoery ano spongy
x lnvestlgatlng tbe ways ln wblcb a mlture's propertles compare wltb tbe part's propertles e.g. a cake or a
merlngue wltb egg ano sugar, a muo brlck wltb olrt ano water
63
x lnvestlgatlng ano oescrlblng a property (e.g. teture) ot tbe components ot materlals betore ano atter tbey are
comblneo e.g. sano, cement, water, gravel components ano tbe resultlng concrete
x uslng magnltlers, mlcroscopes or olgltal mlcroscopes to lnvestlgate tbe vlslble structure ot common materlals, (e.g.
tbe tlbres tbat make up tabrlcs) ano to sort materlals accorolng to partlcle slze ano sbape (e.g. sugar, salt ano
tlour)
x comparlng propertles ot oltterent torms ot tbe same eolble materlal, (e.g. breaktast cereals, wbolemeal ano wblte
tlour, oranges ano orange julce) ano olscusslng wblcb ls better tor bealtb ano wby
x researcblng ano classltylng tbe raw materlals useo ln tbe component parts ot everyoay objects e.g. parts ot a car

5.*$)#.+3&)$."*&.%6&"1.%/$&#%&.&7.)#$*,&'8&=.,3
x lnvestlgatlng ano oescrlblng reverslble ano lrreverslble cbanges e.g. water to lce, cream to wblppeo cream, raw
egg to trleo egg
x preolctlng, contrlbutlng loeas to oeslgnlng ano conouctlng eperlments to sbow bow oltterent conoltlons can
attect cbange e.g. olssolvlng sugar ln colo ano bot water, stlrrlng salt lnto water tor varlous amounts ot tlme
x oeslgnlng ano conouctlng lnvestlgatlons lnto tbe ettect ot eternal envlronmental tactors on common materlals e.g.
beat on colours, wlno orylng out molsture, llgbt bleacblng colour, lron nalls kept ln oltterent conoltlons
x lnvestlgatlng slmple ways to separate substances tbrougb a range ot metboos (e.g. evaporatlon to get salt trom
seawater, tlltratlon to remove olrt trom water) ano olscusslng wbetber tbe cbanges are reverslble or not
x observlng ano oescrlblng tbe cbanges tbat oltterent tooostutts unoergo e.g. maklng bakers' toast (boneycomb),
cburnlng cream to make butter
x lnvestlgatlng tbe tactors attectlng rates ot processes e.g. temperature on yeast growtb, oebyoratlon on tooo
spolllng

D(4.%3&(3$&4.*$)#.+3&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x relatlng tbe propertles ot common materlals to tbelr use e.g. wby Lycra ls useo tor swlmsults, wby waterproot
materlal ls useo tor ralncoats
x tlnolng out about bow varlous materlals ano sclentltlc processes are useo ln palo ano unpalo work, by lntervlewlng
people (e.g. a vet, bome-carer, natlonal park ranger, plant nursery worker, canteen manager, grounosperson) to
tlno out wby ano bow tbey use specltlc materlals ano processes, ano wbat alternatlves tbere are
x asklng people wbat oltterent types ot cbemlcals / materlals tbey bave ln tbelr cupboaros ano wby tbey bave tbem
e.g. cleanlng prooucts, tuels
x researcblng bow certaln materlals (e.g. oalry prooucts, tlmber, lron ore) are processeo or oltterent prooucts are
maoe
x lnvestlgatlng ano eperlmentlng wltb oltterent types ot tooo preservatlon (e.g. maklng jam, treezlng, orylng) ano
consloerlng bow tbose processes bave attecteo buman actlvlty ano tbe envlronment
x worklng ln teams to lnvestlgate ways ot comblnlng oltterent substances to proouce usetul materlals (e.g. selt-
ralslng tlour, concrete) ano consloerlng bow tbose processes are useo ln tbelr bomes ano ln workplaces
x oeveloplng ano justltylng a set ot rules tor sate banollng, storage ano olsposal ot materlals at bome, at scbool, ano
ln buslness, lnoustry ano tbe communlty ano uslng Mlcrosott PowerPo|nt or PhotoStor, to communlcate tbese
x uslng books, CD Roms ano tbe lnternet to researcb oltterent lnventlons, tbe materlals tbey use, bow tbey are
maoe ano tbelr lmpacts on bumans ano tbe envlronment
x lnvestlgatlng tbe propertles ot bousebolo prooucts, (e.g. propertles ano uses ot oetergents ano tbelr ettects on tbe
envlronment) olscusslng tbe etblcal posltlons ot uslng ano olsposlng ot materlals, consloerlng alternatlves ano tbe
lmpllcatlons tor tbelr personal use ano creatlng a pampblet tor parents uslng Mlcrosott Pu5||sher
x lnvestlgatlng tbe packaglng ot common ltems (e.g. tooo or toys), consloerlng tbe propertles ot materlals useo, tbe
benetlt to tbe customer or tbe prooucer, tbe costs, tbe resources belng useo ano waste createo !
x ralslng questlons about ano lnvestlgatlng tbe sultablllty ot materlals tor constructlon ot everyoay objects e.g.
spagbettl brloges, paper planes trom oltterent types ot paper, storage ot tooo ln plastlc, paper or glass!
x comparlng tbe aovantages ano olsaovantages, lncluolng envlronmental lmpacts, ot uslng materlals tor a partlcular
purpose e.g. cblorlne or salt ln swlmmlng pools, bleacb, CFCs

64
Stanoaro tbreesclence as a booy ot knowleogellvlng tblngs
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&3$7$%& !*./$&$#/1*& !*./$&%#%$&
01$&3*)("*()$&
.%6&
"1.)."*$)#3*#"3&
'8&+#7#%/&*1#%/3&
.88$"*&*1$#)&
:$1.7#'()&.%6&
8(%"*#'%#%/&

x pose questlons ano seek
eplanatlons about tbe
lnternal ano eternal
teatures ot llvlng tblngs ln
oroer to better
unoerstano bow tbey
survlve e.g. Wbat bappens
to tooo ln tbe stomacb?
Wbat attects plant
growtb?

x oescrlbe tbe relatlonsblp
between tbe structures ot
llvlng tblngs ano tbe
tunctlons tbose structures
pertorm e.g. ears are
sbapeo to catcb souno
waves, venus tly traps
bave speclallseo leaves to
catcb lnsects

x eplore ways ln wblcb tbe
bealtb ano survlval ot
organlsms ls oepenoent
on tbelr envlronment e.g.
olet, olsease, cllmate

2&6#7$)3$&).%/$&
'8&+#7#%/&*1#%/3&
1.7$&$7'+7$6&'%&
*1$&>.)*1&
x loentlty ano oescrlbe
varlous teatures ot a
varlety ot objects ano
eplaln wbetber tbey
sboulo be classltleo as
llvlng, non-llvlng or once
llvlng

x use observable
cbaracterlstlcs to sort
tamlllar ano untamlllar
llvlng tblngs lnto groups
x compare oltterences ln
llte cycles ano
reproouctlve processes ln
llvlng tblngs

x lnvestlgate ano classlty
closely-relateo llvlng
tblngs on tbe basls ot
easlly observable
cbaracterlstlcs e.g. blue
wbale / sperm wbale /
klller wbale, eastern
rosella / green rosella /
ralnbow lorlkeet

D(4.%3&
#%*$)."*&=#*1&
$"'3,3*$43;&
.%6&*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3&

x oescrlbe some ot tbe
lnteractlons tbat occur
between llvlng tblngs,
lncluolng bumans e.g.
preoator / prey, paraslte /
bost

x eplore ways ln wblcb
llvlng tblngs lnteract wltb
eacb otber ano tbe non-
llvlng parts ot tbelr
envlronment e.g. water,
soll

x eplore ways ln wblcb
bumans bave lmpacteo on
tbe llvlng tblngs ln a
partlcular ecosystem e.g.
lntroouceo specles,
buntlng, babltat cbange,
anlmal mlgratlon patterns


Poss|5|e |eorn|ng contexts
Morve||ous m|croorgon|sms
#
, Wby are sboreblros at rlsk?*, |s lt wortb tlgbtlng tor?* Wby ls my ear tbe sbape lt ls? Wbat
aoaptatlons are neeoeo to survlve ln Antarctlca? How wlll tbe Tasmanlan oevll survlve? Wbat are some tbreats to
survlval ln tbe Tasmanlan busb? How oo you know lt you are talklng to a kangaroo or wallaby? (* denotes L7AC |eorn|ng
sequence,
#
denotes o Pr|mor, Connect|ons un|tj

Somp|e |eorn|ng oct|v|t|es
01$&3*)("*()$&.%6&"1.)."*$)#3*#"3&'8&+#7#%/&*1#%/3&.88$"*&*1$#)&:$1.7#'()&.%6&8(%"*#'%#%/&
x poslng questlons about, lnvestlgatlng ano oescrlblng tbe tunctlon ot some lnternal ano / or eternal teatures ot
llvlng tblngs ano bow tbose teatures enable tbem to survlve e.g. sonlc guloance ot bats belps tbem navlgate at
nlgbt, leat sbape ano colour, camoutlage
x loentltylng, labelllng ano sbarlng loeas about tbe teatures ot partlcular llvlng tblngs tbat belp tbem to survlve e.g.
tborns, woooy seeos, baro sbells, blros' beaks
x vlsltlng a museum ano oescrlblng tbe teatures ot llvlng tblngs tbey observe e.g. tbylaclne bas strlpeo tur, tbe
Tasmanlan oevll bas really strong jaws
x recognlslng ano lnvestlgatlng a varlety ot relatlonsblps tbat elst between llvlng tblngs e.g. clown tlsb are able to
survlve ln sea anemones, mlstletoes are parasltlc ano attacb tbemselves to otber plants, cuckoos lay tbelr eggs ln
otber blros' nests
x lnvestlgatlng ano oescrlblng teatures ot plants or anlmals tbat belp to ensure survlval lnto tbe net generatlon e.g.
wlngeo seeos
x reportlng bow teatures ot plants ano / or anlmals alo ln tbelr survlval e.g. tat leaves tor storlng water, beak sbape
tor eatlng seeo
65
x worklng collaboratlvely or ln teams to researcb onllne bow ano wby some specles bave become etlnct or
enoangereo e.g. olnosaurs, tbylaclne
x oeslgnlng tbe ultlmate anlmal to survlve ln a specltleo envlronment ano justlty your oeslgn e.g. consloer olet,
reproouctlon, preoators, cllmate, lnterestlng teatures
x loentltylng eamples ot teatures tbat alo tbe survlval ot anlmals or plants ln tbelr partlcular envlronments

2&6#7$)3$&).%/$&'8&+#7#%/&*1#%/3&1.7$&$7'+7$6&'%&*1$&>.)*1&
x oeclolng lt objects are best classltleo as llvlng or once llvlng or non-llvlng ano eplalnlng bow tbey oecloeo
x researcblng bow sclentlsts classlty llvlng tblngs ano wbat you neeo to know about llvlng tblngs ln oroer to classlty
tbem
x eplorlng tbe ways ln wblcb sclentlsts oecloe lt an organlsm bas tbe potentlal tor llte or was once allve e.g.
lnvestlgates seeo germlnatlon
x loentltylng tbe teatures useo ln plant ano anlmal classltlcatlon ano glvlng eamples ot members ot oltterent groups,
preolctlng tbe type ot envlronment tbat an untamlllar anlmal woulo be touno ln by observlng lts teatures ano
suggestlng tbe tunctlon tbat tbey pertorm
x researcblng some groups ot llvlng tblngs, lncluolng common Australlan plants ano anlmals, to tlno out wby tbey are
groupeo togetber e.g. reptlles, parrots, monotremes, eucalypts
x comparlng llte cycles ano reproouctlve processes ot oltterent llvlng organlsms e.g. terns, tungl, ampblblans,
mammals, blros
x uslng a key to loentlty speclmens tbey bave collecteo trom oltterent locatlons e.g. loentlty water lnvertebrates as
belng crustaceans or lnsects or worms
x loentlty ways ln wblcb more closely relateo llvlng tblngs can be olstlngulsbeo uslng easlly observable cbaracterlstlcs
e.g. specles ot wbales or parrots

D(4.%3&#%*$)."*&=#*1&$"'3,3*$43;&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x researcblng some ot tbe ettects tbat lntroouceo specles can bave on an envlronment e.g. rabblts, toes,
blackberrles ln Australla, rabblts ano cats on Macquarle |slano, Nortbern Pacltlc Seastars ln Tasmanla
x recognlslng ano lnvestlgatlng a varlety ot relatlonsblps between llvlng tblngs, lncluolng parasltlc relatlonsblps (e.g.
mlstletoe) ano symblotlc relatlonsblps (e.g. natlve blros) wltb partlcular types ot plants
x appreclatlng tbat llvlng tblngs oepeno on eacb otber ano on envlronments tor survlval ano eplorlng tbe ettects ot
bumans ano lntroouceo specles on envlronments tbrougb lnteractlve slmulatlons ano sottware programs
x lnvestlgatlng tbe lmpact ot natural envlronmental cbange on plant ano anlmal elstence e.g. seeo germlnatlon
tollowlng busbtlre or tlooos, trogs ano tlsb burrowlng ln tlmes ot orougbt
x analyslng a proposeo envlronmental cbange ano wrltlng a letter, emall or blog oetalllng lts potentlal lmpact
x creatlng a poster or Mlcrosott PowerPo|nt presentatlon analyslng tbe lmpact ot a teral anlmal
x wrltlng a letter to tbe premler persuaolng blm tbat tbe government neeos to eraolcate rabblts trom Macquarle
|slano
x oeslgnlng a game baseo on tbe posltlve ano negatlve ettects ot llvlng tblngs ln a specltleo envlronment e.g. use
Kohootz to oeslgn ano play tbe game
x oescrlblng tbe bloolverslty ot varlous babltats ano loentltylng tooo cbalns tbat elst tbere e.g. wetlanos, ory
scleropbyll torest, Antarctlc ocean
x oeveloplng knowleoge, skllls ano language to oescrlbe ano report on tbe unlque teatures ot Australlan bloolverslty
tbrougb a stuoy ot local envlronments
x lnvestlgatlng tbe posltlve ano negatlve lmpacts tbat bumans may bave on tbelr envlronment e.g. lano clearlng,
constructlon ot marlnas, reservolrs ano oams
x summarlslng lntormatlon trom an lnvlteo guest speaklng on an envlronmental toplc (e.g. Waterwatcb, Parks ano
Wllollte Servlce) ano suggestlng wbat actlon neeos to occur e.g. a oetalleo survey ot an area, provlslon ot nestlng
boes
x uslng a 'tutures wbeel' to eplore tbe lmpllcatlons ot reouctlon ln olverslty, ano plannlng ano carrylng out actlons
to support ecologlcal olverslty by constructlng ano sltuatlng nestlng boes
x researcblng anlmal mlgratlon patterns e.g. tbe Swltt Parrot, wbales
x surveylng tbe sboreblros ln tbelr local area, lnvestlgatlng tbelr mlgratlon routes ano loentltylng any tbreats to tbelr
survlval, e.g. sbearwaters
x use tbe Learnlng Feoeratlon object, Who`s for d|nner, to eamlne a blllabong tooo web
66
Stanoaro tbreesclence as a booy ot knowleogeeartb ano space
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&3$7$%& !*./$&$#/1*& !*./$&%#%$&
>.)*1&.%6&
3<."$&1.7$&
"1.)."*$)#3*#"&
8$.*()$3&.%6&
<.**$)%3&'8&
."*#7#*,
x oescrlbe some ot tbe ways
ln wblcb bumans eplore
tbe Lartb ano Solar System
e.g. use submerslbles to
collect lntormatlon about
oeep ocean vents, use
telescopes or space
probes to collect
lntormatlon about otber
planets, collect tosslls to
see wbat tbe Lartb useo to
be llke

x researcb current
lntormatlon trom space
eploratlon about otber
planets ano objects ln tbe
solar system ano compare
tbe regular ano preolctable
motlons ot varlous objects
ln tbe solar system e.g. by
mooelllng
x lnvestlgate tbe ettects ot
gravlty as tbe torce tbat
causes objects to tall
towaros tbe Lartb

x loentlty ano oescrlbe tbe
conoltlons tbat sustaln llte
on Lartb ano compare
tbem wltb conoltlons on
otber planets

>.)*1&.%6&
3<."$&3,3*$43&
"'%*#%($&*'&
:$&31.<$6&:,&
*1$&"1.%/$3&
*1$,&
$A<$)#$%"$
x oescrlbe some ot tbe ways
ln wblcb tbe Lartb bas
cbangeo ln tbe past ano
bow lt contlnues to
cbange ano categorlse
tbose cbanges e.g. regular
/ lrregular, suooen /
graoual, natural / result ot
buman actlvlty

x suggest causes ano ettects
ot some ot tbe cbanges
wblcb occur at tbe surtace
ot tbe Lartb or ln tbe
atmospbere e.g. pollutlon

x lnvestlgate some
lnteractlons between
systems ot Lartb
(atmospbere, oceans
Lartb's surtace) ano / or
space e.g. weatber, water
cycle, eroslon, rock
tormatlon, cbanglng course
ot rlvers, meteor lmpacts

D(4.%3&(3$&
*1$&>.)*1&.%6&
*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3
x oescrlbe tbe lmportance
ot tbe Lartb's
cbaracterlstlcs ln allowlng
llvlng tblngs to survlve, ano
bow cbanges to tbese
cbaracterlstlcs may attect
llvlng tblngs e.g. alr ano
water pollutlon

x lnvestlgate bow oltterent
Lartb resources are useo
ln tbe communlty tor a
varlety ot purposes e.g.
torestry, mlnlng, tlsblng,
power proouctlon

x lnvestlgate a local
envlronmental lssue ano
eplaln tbe reasons tor tbe
communlty's lnvolvement
e.g. Lanocare projects,
water quallty, recycllng,
Clean up Australla,
reouceo plastlc bag use


Poss|5|e |eorn|ng contexts
Wbere oo rocks come trom? How oo we eplore away trom tbe surtace ot tbe Lartb? Wbat makes tbe Lartb move
ano cbange? How can plastlcs be a problem tor tbe Lartb? Wbat cycles are lmportant on Lartb? Unoerstanolng bealtby
waterways

Somp|e |eorn|ng oct|v|t|es
>.)*1&.%6&3<."$&1.7$&"1.)."*$)#3*#"&8$.*()$3&.%6&<.**$)%3&'8&."*#7#*,&
x maklng telescopes, perlcopes, Carteslan olvers, mooels ot volcanoes
x vlewlng vloeo tootage ot submerslbles eplorlng oeep sea trencbes, unoersea volcanoes ano mountalns
x role-playlng lntormatlon about tbe solar system (e.g. oroer ot planets, relatlve slze, olstances apart, propertles) or
uslng Kohootz to create a solar system slmulatlon
x olscusslng a range ot astronomlcal teatures e.g. stars, constellatlons, comets
x comparlng oetalls ot tbe moon vlslble to tbe eye wltb tbose seen tbrougb blnoculars
x vlewlng vloeo cllps ot astronauts carrylng out varlous actlvltles (e.g. oropplng tblngs, jumplng on tbe moon,
tbrowlng balls, uslng tbe tollet) ano loentltylng slmllarltles ano oltterences between actlvlty on Lartb ano ln zero
gravlty envlronments, ano tben bypotbeslslng about wbat actlvlty woulo be llke on otber planets
x partlclpatlng ln sesslons run by local astronomers to tlno out about oltterent aspects ot tbe solar systems
67
x questlonlng ano eplorlng loeas about tbe cbaracterlstlcs ot tbe Lartb tbat are tavourable to llte, comparlng tbe
Lartb wltb otber planets, consloerlng tbe prospect ot llte on otber planets
x lnvestlgatlng tbe tactors tbat attect llte on Lartb ano comparlng tbem wltb otber planets e.g. maklng a terrarlum
x suggestlng wbat tbey woulo neeo ln oroer to mlgrate to, ano survlve on, anotber planet
x use tbe Learnlng Feoeratlon object, 7he wonders of our un|verse, to eplore Lartb's place ln tbe unlverse

>.)*1&.%6&3<."$&3,3*$43&"'%*#%($&*'&:$&31.<$6&:,&*1$&"1.%/$3&*1$,&$A<$)#$%"$&
x observlng ano collectlng lntormatlon about tbe lmpact ot envlronmental cbanges, sucb as tbose oue to perloolc
cbanges (e.g. oay ano nlgbt, seasonal cbanges, tloes), steaoy cbanges (e.g. a sblttlng coastllne, tbe weatberlng ot
bullolngs), vlolent cbanges (e.g. storm oamage, tlooolng), lrregular cbanges (e.g. orougbt, busbtlres)
x keeplng a recoro ot bow tbe slze ano olrectlon ot sbaoows cbanges at oltterent tlmes ot tbe oay ano make
connectlons between tbe lengtb / posltlon ot tbe sbaoows ano tbe apparent posltlon ot tbe sun
x lnvestlgatlng sbaoows at oltterent tlmes ot tbe year e.g. uslng a olgltal camera to pbotograpb a scboolyaro teature
at tbe same tlme ot tbe oay every montb
x monltorlng ano oescrlblng cbanglng weatber conoltlons e.g. oescrlblng clouo patterns, comparlng wlno speeos,
accesslng tbe 8ureau ot Meteorology webslte
x mooelllng tbe tormatlon ot oltterent types ot rocks by maklng rocky roao, baker's toast or slmllar
x oescrlblng some natural cbanges to tbe Lartb's surtace uslng lntormatlon trom books, vloeos ano websltes
x olscusslng ano analyslng tbe ettects ot a current lssue tbat blgbllgbts suooen envlronmental cbange e.g. busbtlre,
tlooolng, sano oune eroslon oue to a klng tloe, orougbt, storm, tsunaml
x uslng electronlc sources ot lntormatlon to compare tbelr present envlronments wltb lmages or oescrlptlons trom
20, 60 or 150 years ago ano olscusslng tbe cbanges tbat bave occurreo
x orawlng a slmple olagram to sbow tbe water cycle e.g. use Google Sketchup to create a olagram
x maklng a mooel ecosystem ln a terrarlum ano observlng bow trequently lt requlres water
x epresslng tbelr loeas about cbanges tbat occur ln tbelr local envlronment ano consloerlng tbe lmpllcatlons tor
sustalnable envlronments
x uslng websltes, oatabases, DvDs ano CD ROMs to loentlty ano report on patterns ot global alr ano ocean
movements, ano eplorlng bow tbat oata ls useo ln weatber torecastlng
x poslng questlons about tbe nature ot rocks ano tbelr orlglns
x eplorlng tbe ways ln wblcb people oepeno on solls, tbe mlstakes maoe ln tbe treatment ot solls, ano tbe steps
tbey take to conserve tbem
x slmulatlng tbe ettects ot wlno ano water eroslon by constructlng mooel envlronments e.g. use Kohootz
x lnvestlgatlng tbe cbaracterlstlcs ot tbe oltterent seasons ano wbat causes tbe cbanges observeo e.g. ralntall,
temperature, lengtb ot oay, equlno, solstlce
x uslng soll probes to measure soll temperature ano molsture content ourlng a seasonal cbange

D(4.%3&(3$&*1$&>.)*1&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3
x olscusslng tbe steps people take to reouce tbe rlsk ot oegraoatlon ot natural envlronments (e.g. busbtlres, soll
eroslon) ano eplalnlng wby tbls ls lmportant
x lnvestlgatlng tbe lmpact tbat seasonal ano envlronmental cbange may bave on llvlng tblngs (e.g. blbernatlon,
oeclouous trees, salmon mlgratlon) ano tbe bebavlour ano aoaptatlons tbat llvlng tblngs may olsplay ln response to
envlronmental cbange e.g. tollowlng tlooos ln Central Australla, many wllotlower specles bloom
x researcblng natural materlals tbat tbey ano tbelr communltles neeo ano bow tbls use can be sustalnable e.g. water,
torests, mlnerals
x wrltlng a report about our use ot natural materlals ano loentltylng posslble envlronmental lmpacts
x olscusslng tbe pros ano cons ot mlnlng operatlons ano envlsaglng a sustalnable tuture
x loentltylng cbanges tbat occur ln tbelr local envlronment ano consloerlng any lmpllcatlons tor sustalnablllty
x olscusslng sltuatlons wbere people bave altereo lanoscapes tor actlvltles sucb as tarmlng or bouslng ano
consloerlng long-term lmpllcatlons ot tbose alteratlons
x researcblng tbe eploratlon tor, ano use ot, mlnerals ano tbe management ot mlneral resources
x collectlng oata ano presentlng tlnolngs sbowlng bow tbe evaporatlon rates ot water are attecteo by temperature
ano maklng llnks to water restrlctlon regulatlons
x uslng Coog|e Lorth to vlew oltterent areas
68
69






Sclence
Stanoaro tour

70
&
Stanoaro toursclence overvlew
Stuoents worklng wltbln stanoaro tour bave oevelopeo an unoerstanolng ot sclentltlc concepts ano sclentltlc
lnqulry ano apply tbls unoerstanolng ln tbelr own lnvestlgatlons. Tbey appreclate tbat sclence ano lts
processes bave appllcatlons ln everyoay llte ano are oeveloplng an awareness ot tbe lmportance ot sclentltlc
llteracy ln maklng oeclslons tbat lntluence lnolvloual ano communlty wellbelng.
Stanoaro toursclence as a buman enoeavour
Stuoents worklng wltbln stanoaro tour bave acqulreo a slgnltlcant unoerstanolng ot a sclentltlc worlo vlew.
Tbey are practlseo ln tbe process ot evloence collectlon ano lnterpretatlon ano recognlse tbat sclentlsts see
vallo evloence as allowlng tbem to more contloently preolct bow tbe worlo works. Tbey appreclate tbat
sclence values openness to new loeas, lntellectual bonesty ano wllllngness to cbange wben proveo wrong.
However, tbey are also beglnnlng to unoerstano tbat sclence knowleoge ano practlce ls not value-tree ano
sclentltlc lntegrlty ano rlgour can be lntluenceo by culture, rellglous bellets or personal passlons.
Stuoents recognlse eamples ot eplanatlons tbat woulo not be accepteo by tbe sclentltlc communlty (e.g.
boroscopes) ano can artlculate tbe oltterence between tbe way sclentlsts work ano approacbes useo by
non-sclentlsts.
Stuoents are beglnnlng to appreclate tbe contrlbutlon oltterent cultures bave maoe to sclentltlc knowleoge.
Tbey consloer reasons wby oltterent cultures may bave oltterent vlews ln relatlon to sclentltlc practlce ano
bow tbls bas lntormeo tbe way oltterent cultures llve or bave llveo, tor eample, lnolgenous perspectlves or
tbat ot Cblnese meolclne. Tbey eplore bow ano wby sclentltlc loeas bave cbangeo over tlme (e.g. Lartb ls
not tbe centre ot tbe unlverse, causes ot olsease).
Stuoents are able to suggest lnvestlgatlons ano questlons tbat arlse trom meola artlcles ano aovertlsements,
consloerlng ano responolng to varlous etblcal ano soclal lssues. Tbey eamlne tbe lmpact ot appllcatlons ot
past ano present sclence ano tecbnology researcb on tbemselves, soclety ano tbe envlronment. Movlng
tbrougb stanoaro tour, stuoents use tbelr sclentltlc unoerstanolngs to loentlty some system relatlonsblps
wben preolctlng consequences ano suggestlng solutlons to relevant lssues.
At stanoaro tour, stuoents lnvestlgate ano consloer current ano posslble tuture lmpacts tbat tbelr
communltles may bave on tbe sustalnablllty ot tbelr natural, bullt or soclal envlronments ano can see tbe
connectlons between local ano global envlronmental ano resource lssues. For eample, stuoents may
oebate lssues tbat arlse trom tbe constructlon ot a new processlng plant.
Stanoaro toursclentltlc lnqulry
Stuoents worklng wltbln stanoaro tour contloently oeslgn ano carry out stralgbttorwaro sclentltlc lnqulrles
to answer tbelr questlons. Tbey make reasoneo preolctlons about tbe posslble outcomes ot stralgbttorwaro
lnvestlgatlons, baslng tbelr preolctlons on tbe sclentltlc concepts tbat tbey bave encountereo.
Stuoents are oeveloplng a clear unoerstanolng ot tbe concepts unoerlylng tbe sclentltlc process, lncluolng
varlables, controls ano bypotbeses. Tbey recognlse tbat conoltlons must be tbe same tor a talr comparlson
ano, as a matter ot course, run several trlals ano average tbe results. Tbey unoerstano tbe concept ot a
varlable ano can loentlty tbe varlable to be cbangeo (tbe lnoepenoent varlable), tbe varlable to be measureo
(tbe oepenoent varlable) ano tbe tactors tbat neeo to be kept constant. At tbe early stages ot stanoaro tour,
stuoents are llkely to trame tbelr lnvestlgatlons as a questlon, sucb as W||| fert|||ser moke m, 5eons grow
foster? but movlng tbrougb tbe stanoaro, tbey recognlse tbat sclentlsts generally trame tbelr lnvestlgatlons as
bypotbeses (tor eample, P|onts w||| grow foster |f fert|||ser |s oddedj, ano tbat a gooo bypotbesls must be
testable.
Tbey recognlse tbat equlpment varles ln lts accuracy ano tbat tbelr own skllls ln maklng measurements can
lmpact on tbe oata tbey collect. For eample, tbey may recognlse tbat a measurlng cyllnoer wlll be more
accurate tban a beaker tor measurlng llqulos, or tbat oltterent types ot balances vary ln tbelr accuracy.
71
Stuoents conslstently rearrange ano analyse tbelr oata approprlately, ano olscuss ano summarlse patterns ln
lt, orawlng reasonable concluslons. Tbey recognlse tbat tbey neeo to questlon oata tbat appears to be
anomalous. Stuoents worklng wltbln stanoaro tour compare tbelr results wltb tbose ot otbers tor tbe same
lnvestlgatlon, suggest plauslble reasons tor any oltterences ano otter reasonable suggestlons about bow to
lmprove tbelr lnvestlgatlons or conouct turtber ones. Tbey reassess tbelr unoerstanolng ln tbe llgbt ot new
oata or reconsloeratlon ot elstlng oata.
At tbe upper eno ot stanoaro tour, stuoents can conouct ano lnterpret more comple lnvestlgatlons, sucb
as tbose tbat lnvolve multlple oata sets.
Stuoents clearly eplaln bow tbelr concluslons are llnkeo to tbelr oata, ano llnk tbelr results ano
concluslons to relevant sclentltlc concepts. Tbey oraw some connectlons between tbelr lnvestlgatlons ano
wloer soclal or envlronmental lssues, recognlslng some ot tbe lmpllcatlons ot tbelr work. For eample, atter
conouctlng an lnvestlgatlon lnto Wh|ch |s the 5est to||et poper? stuoents may concluoe tbat 8rano X ls tbe
most absorbent but tbat lt ls not maoe trom recycleo paper, or lt ls too epenslve, so people may cboose
not to use lt.
Stanoaro toursclentltlc communlcatlon
Stuoents worklng wltbln stanoaro tour are becomlng more selectlve about tbe lntormatlon sources tbey
use, reallslng tbat some sources ot lntormatlon are oateo, provloe llmlteo oetall or are slgnltlcantly blaseo.
Movlng tbrougb stanoaro tour, stuoents begln to collect lntormatlon trom cballenglng tets, sucb as
speclallseo tetbooks ano current attalrs programs.
Stuoents communlcate contloently ln a varlety ot ways, lncluolng tbe use ot tbe sclentltlc report style. Tbe
range ot tets tbey construct lncluoe multlmeola presentatlons, woro processeo oocuments, sbort tllms ano
emalls. Tbey are beglnnlng to wrlte clearly ano provloe aoequate oetall wben communlcatlng lntormatlon
about tbelr sclentltlc lnvestlgatlons ano bow tbey reacbeo tbelr concluslons. Tbey communlcate uslng tbe
approprlate conventlons ot torums, cbat, lnstant messaglng, blogs ano wlkls.
At stanoaro tour, stuoents lncreaslngly use approprlate sclentltlc termlnology ano representatlons, ln
tamlllar contets. Tbls ls llkely to lncluoe varlous grapbs, mooels, olagrams, cbemlcal symbols ano clrcult
olagrams. Tbey unoerstano tbat oltterent groups bave oltterent lntormatlon neeos ano retlect on tbe
approprlateness ot oltterent metboos ot presentlng oata ln terms ot clarlty, ease ot analysls ano tbe
backgrouno ot tbe lntenoeo auolence.
Stanoaro tour stuoents are tamlllar wltb uslng |CT to collect, organlse ano communlcate a range ot sclentltlc
lntormatlon. Tbey use tamlllar sottware, sucb as Mlcrosott 0ff|ce prooucts ano conouct onllne searcbes as
a matter ot course but not always ettlclently or to malmum ettect. Tbey are aware ot tbe power ot
computers ano consult otbers about bow to acbleve ettects tbat tbey are not tamlllar wltb but tbey bave a
tenoency to unoer utlllse otber sources ot lntormatlon. Stuoents are aware ot lssues surrounolng
plaglarlsm.
Stanoaro toursclence as a booy ot knowleoge
Stuoents worklng wltbln stanoaro tour are oeveloplng a worklng knowleoge ot a range ot sclentltlc concepts
ano are startlng to reter to tbem ln tbelr lnvestlgatlons, partlcularly wben oeslgnlng tbe metboo ano
olscusslng tbelr results.
Sclentltlc concepts tbat stuoents sboulo bave engageo wltb wltbln stanoaro tour, ano wblcb wlll lntorm tbelr
lnvestlgatlons, lncluoe tbose trom tbe natlonal Stotements of Leorn|ng for Sc|ence, Year 7.
72
Stanoaro tour sclence as a buman enoeavour
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&*$%& !*./$&$+$7$%& !*./$&*=$+7$&
!"#$%*#3*3&
=')B;&*1#%B;&
#%9(#)$&.%6&
B%'=&#%&
<.)*#"(+.)&=.,3&&
&
x eamlne bow ano wby
people engage ln sclence
as a wortbwblle ano
ecltlng career, lncluolng
eamlnlng tbe work ot
Australlan sclentlsts

x consloer wbat ls
cbaracterlstlc ot tbe way
tbat sclentlsts work, ano
wby tbls ls lmportant e.g.
lntegrlty, rlgour, regaro tor
evloence

x loentlty some tblngs tbat
llmlt or control sclentltlc
work or unoerstanolng e.g.
etblcs, cooe ot practlce,
government regulatlon,
ecluslon ot certaln
groupssucb as women or
etbnlc groups

2<<+#".*#'%3&'8&
3"#$%"$&1.7$&
31.<$6&.%6&
"1.%/$6&*1$&
=')+6&
&
x recognlse tbat oltterent
cultures may bave
oltterent vlews ln relatlon
to sclence e.g. traoltlonal
meolclne
x oescrlbe bow tbe use ot
sclence ano tecbnology
bas cbangeo tbe way
people llve

x analyse bow ano wby some
prooucts ano processes
useo ln work ano lelsure
bave cbangeo over tlme /
vary across cultures e.g.
tooo preservatlon metboos

x analyse bow ano wby some
prooucts ano processes
bave cbangeo over tlme /
vary across cultures, ano
tbe lmpact tbat tbls bas on
people e.g. contraceptlon,
|vF
2<<+#".*#'%3&'8&
3"#$%"$&1.7$&
3,3*$43&
#4<."*3&
&
x eamlne lssues ot
sustalnablllty ot tbe
natural, bullt or soclal
envlronments etenolng
trom local to global
perspectlves
x consloer ano respono to
approprlate etblcal ano
soclal lssues ln sclence-
relateo contets relevant
to tbem, sbowlng an
awareness ot several
oltterent perspectlves tbat
elst

x loentlty system relatlonsblps
wben lnvestlgatlng local or
global lssues, lncluolng
sustalnablllty, ano consloer
some ot tbe reasons tbat
oltterent people make tbelr
oeclslons e.g. construct a
lutures Whee| to consloer
tbe lmpact ot a new
oevelopment

x olscuss some ot tbe system
relatlonsblps loentltleo wben
lnvestlgatlng local ano global
lssues, lncluolng
sustalnablllty


Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge

Somp|e |eorn|ng oct|v|t|es
!"#$%*#3*3&=')B;&*1#%B;&#%9(#)$&.%6&B%'=&#%&<.)*#"(+.)&=.,3&&
x researcblng an lnsplratlonal sclentlst (e.g. Dlan Fossey, Davlo Suzukl, Stepben Hawklng, Albert Llnsteln, 8arbara
McCllntott, Rlcbaro 8uckmlnster Fuller), consloerlng tactors sucb as tbe areas tbat are tbelr passlon, tbelr
contrlbutlon to sclentltlc knowleoge, barrlers tbey bao to overcome, researcb tbey orew trom, bow tbey ensure
rlgor ln tbelr researcb, any contllcts wltb personal bellets ano uslng Mlcrosott PowerPo|nt or PhotoStor, to
present tbelr tlnolngs
x lntervlewlng a sclentlst (e.g. use an MP3 player or olgltal vloeo) to tlno out bow ano wby tbey became lnvolveo ln
sclence, wbat tbey oo, bow tbey oo lt, wbat barrlers tbere are to tbelr researcb, ano make tbls lnto a poocast or
movle tor otbers to watcb
x eplorlng tbe cooes ot practlce vla tbe lnternet tor oltterent groups ot sclentlsts (e.g. blologlsts, pbyslclsts, meolcal
researcb, naturopatbs). Wbat are tbe key consloeratlons, varlous approacbes ano wby? Develop a class cooe ot
practlce. Wbat ooes lt mean to be rlgorous ano to bave lntegrlty wltbln oltterent tlelos ot researcb?
73
x eplorlng tbe story ot an lnsplratlonal sclentlst wbo bas overcome prejuolce to become a sclentlst, or consloerlng
wbat contrlbutlons women bave maoe to sclence ano tbe perspectlves tbey brlng, or consloerlng tbe
contrlbutlons ot sclentlsts trom otber cultures
x eplorlng tbe oltterence between sclence ano pseuoo-sclence, consloerlng wbat sboulo be classltleo as pseuoo-
sclence lnsteao ot sclence
x consloerlng wbat sceptlcs wbo engage ln sclentltlc lnvestlgatlon ano journallstlc researcb bave to say
bttp://www.skeptlc.com/
x uslng tbe Learnlng Feoeratlon Meet o sc|ent|st serles ot learnlng objects to learn about tbe work ot some oltterent
sclentlsts

2<<+#".*#'%3&'8&3"#$%"$&1.7$&31.<$6&.%6&"1.%/$6&*1$&=')+6&
x researcblng sclence trom anotber culture (sucb as traoltlonal Cblnese meolclne), eamlnlng bow tbelr practlce ot
conouctlng researcb ano galnlng knowleoge mlgbt be oltterent trom mooern Western sclence approacbes ano
consloerlng lts contrlbutlon to sclentltlc tblnklng
x eplorlng ano analyslng tbe blstory, benetlts ano costs ot a partlcular tlelo ot sclence ano bow lt bas cbangeo tbe
way people llve or see tbe worlo e.g. space eploratlon, vacclnatlon, ecology
x researcblng sclence tbat bas gone wrong, tbe lmpact ot tbat on people, otber llvlng tblngs ano tbe envlronment
e.g. cane toao, Cbernobyl, atomlc testlng on Pacltlc lslanos
x comparlng lnolgenous unoerstanolngs ot tbe worlo wltb Western vlews, looklng at bow tbelr way ot
unoerstanolng tbe worlo bas sbapeo tbe way lnolgenous peoples llve ano relate to tbelr envlronment ano
consloerlng wbat we can learn trom lnolgenous vlews about sustalnable management ot tbe lano
x olscusslng an lmpact ot sclence ano tecbnology on tbemselves e.g. use ot moblle pbones

2<<+#".*#'%3&'8&3"#$%"$&1.7$&3,3*$43&#4<."*3&
x researcblng ano commentlng on contemporary sclence lssues (e.g. reproouctlve tecbnologles, gene tberapy) ano
uslng Mlcrosott PowerPo|nt or PhotoStor, to present tbelr concluslons
x consloerlng wbetber sclentlsts mlgbt bave gone beyono tbe bounoarles ot wbat can be consloereo to be
reasonable ln some ot tbelr lnvestlgatlons ano actlvltles e.g. anlmal bebavlour researcb
x eplorlng tbe lmpacts tbat Western socletles' oemano tor resources bave bao on tbe local communltles ot
unoeroevelopeo countrles ano consloerlng wbat responslblllty tbey bave ln buylng tblngs tbat mlgbt be bavlng
aoverse lmpacts e.g. moblle pbones requlrlng tbe metal tantalum ano tbe negatlve lmpact lts mlnlng bao on local
communltles ano envlronments, tbe oemano tor bamburger beet contrlbutlng to tbe oetorestatlon ot Amazon, tbe
oemano tor cottee creatlng a mono-agrlculture practlce ln 8razll
x evaluatlng tbe local communlty's neeos (tooo, clotblng, transport, lelsure, manutacturlng etc.), looklng at wbere
lnputs come trom ano wbere tbe outputs go ano consloerlng tbe ettects on local ano global communltles ano
envlronments, lncluolng wbetber lt ls posslble to llve ln a more sustalnable way
x looklng at current sclence lssues tbat are ln tbe meola, uslng grapblc organlsers (e.g. use lnsp|rot|on) to consloer
lmpllcatlons ano connectlons, olscusslng lssues tbat arlse ano consloerlng bow oltterent stakeboloers mlgbt regaro
tbe lssue e.g. embryo researcb, constructlon ot a processlng mlll or tactory
x consloerlng, statlng ano eplalnlng tbelr own perspectlve on a current sclence lssue tbat ls ln tbe meola, llstenlng
to tbe loeas ot otbers ano consloerlng lt tbe process bas belpeo tbem to unoerstano tbe oltterent ways people
make oeclslons ano tbe oltterent tblngs tbat tbey value, tben collatlng tbe lntormatlon tor a nomlnateo auolence
uslng olgltal vloeo ano Mlcrosott Mov|eMoker
74
Stanoaro toursclentltlc lnqulry
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&*$%& !*./$&$+$7$%& !*./$&*=$+7$&
!"#$%*#8#"&
#%9(#)#$3&.)$&
/$%$).*$6&
8)'4&
':3$)7.*#'%3;&
9($3*#'%3&.%6&
<)$6#"*#'%3&

x tormulate, clarlty ano
retlne questlons ano
preolctlons sultable tor
testlng, lncluolng
retocuslng lll-oetlneo
questlons

x recognlse some questlons
tbat cannot, or sboulo not,
be lnvestlgateo
sclentltlcally ano olscuss
wby tbat ls tbe case

x moolty questlons to
bypotbeses, sbowlng an
awareness tbat sclentltlc
bypotbeses must be
testable ano wrltten ln a
partlcular torm

!"#$%*#3*3&
<+.%&.%6&
"'%6("*&
#%7$3*#/.*#'%3&
#%&<.)*#"(+.)&
=.,3
x plan ano conouct
lnvestlgatlons
oemonstratlng tbat tbey
unoerstano tbe
requlrements ot talr
testlng unoertake
systematlc observatlon
ano oata collectlon, taklng
steps to mlnlmlse error,
ano eplalnlng tbe purpose
ot a control ano repeat
trlals

x consloer alternatlve
approacbes tbat mlgbt be
useo to answer a
partlcular questlon ano
justlty tbelr cbolce
x oeslgn ano conouct
lnvestlgatlons, uslng a
range ot equlpment ano
materlals approprlately,
ano taklng steps to reouce
error ano obtaln rellable
evloence

x plan ano conouct tbelr
own lnvestlgatlons taklng
lnto account tbe prlnclples
ot talr testlng, ano uslng
approprlate tecbnlques to
lmprove rellablllty

!"#$%*#3*3&
6).=&
"'%"+(3#'%3&
.8*$)&
"'%3#6$)#%/&
7.)#'(3&
#%*$)<)$*.*#'%
3&'8&*1$#)&6.*.&

x otter eplanatlons tor
patterns ln tbelr oata ano
oraw concluslons trom
tbat oata
x make general suggestlons
tor lmprovlng
lnvestlgatlons, atter
consloerlng tbelr own ano
tbelr peers' tlnolngs,
revlewlng tbelr
unoerstanolngs ln llgbt ot
new lntormatlon

x consloer anomalles ln
observatlons or
measurements ano try to
eplaln tbem
x make llnks between tbelr
lnvestlgatlons ano relevant
sclence concepts /
contets e.g. comment
tbat tbey can oetermlne a
blscult's energy content by
burnlng lt

x lnterpret results ln
sltuatlons wbere more
tban one set ot oata bas
been collecteo
x loentlty turtber
lnvestlgatlons tbat woulo
allow tbem to collect
aooltlonal lntormatlon
about tbelr bypotbeses


Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge.&

Somp|e |eorn|ng oct|v|t|es
>%$)/,&.%6&8')"$&
x clarltylng ano retlnlng questlons sucb as Do oltterent types ot beacb sano bave oltterent coollng tlmes?
x bypotbeslslng ano testlng bow varlous tactors wlll attect steamboat oeslgn (e.g. bull sbape, boller oeslgn, boller
materlal) re-evaluatlng tbelr tblnklng ano comparlng tbelr work wltb steam-orlven macblnes
x establlsblng tbe crlterla to assess tllgbt cbaracterlstlcs ln a talr test on bow well paper planes tly e.g. tlme ln alr,
olstance covereo, ablllty to carry a loao
x plannlng ano conouctlng an lnvestlgatlon lnto wbetber tbe welgbt ot an object attects tbe rate at wblcb lt talls
x lnvestlgatlng tbe amount ot energy proouceo trom burnlng varlous types ot blscults ano learnlng about energy use
ln tbelr booy
x maklng suggestlons to lmprove an lnvestlgatlon lnto tactors attectlng tbe lengtb ot tlme a torcb battery lasts

75
5.**$)&
x rewrltlng a questlon lnoepenoently ln a torm tbat can be lnvestlgateo e.g. Wh|ch |s the 5est poper towe|? becomes
Wh|ch poper towe| sooks up the most woter?
x bypotbeslslng tbat tbe amount ot sano aooeo to cement attects tbe strengtb ot tbe concrete proouceo, ano
oeslgnlng an lnvestlgatlon ln wblcb tbe ratlo ot water : sano : cement ls varleo
x oeslgnlng ano conouctlng a controlleo eperlment ln a contet provloeo by tbe teacber e.g. wben askeo to
oetermlne wblcb ls tbe best stlcky tape, tbey use tbree types ot eacb type ot stlcky tape, cut tbe pleces to tbe
same slze, repeat tbelr measurements tbree tlmes ano oetermlne an average betore orawlng concluslons
x observlng bow commerclal lnolcators work, tben preparlng tbelr own trom oltterent natural materlals ano
callbratlng tbelr own pH cbart
x partlclpatlng ln an lnvestlgatlon lnto bow to grow tbe largest alum or copper sulpbate crystal
x cbooslng tbe lnstruments ano equlpment most sultable tor an lnvestlgatlon ano lnolcatlng tbe reasons tor tbelr
selectlon e.g. compare a beaker or measurlng cyllnoer to a burette or graouateo plpette wben sampllng water
x maklng tbelr own plant-baseo lnolcator ano constructlng a colour wbeel tor lt, comparlng tbelr lnolcator wltb tbe
unlversal lnolcator, evaluatlng tbelr proceoure, suggestlng lmprovements, researcblng ano loentltylng wbere tbelr
results may be usetul e.g. water quallty, soll tests, wlnemaklng
x oeslgnlng ano conouctlng an lnvestlgatlon to oetermlne tbe best aobeslve to use ln varlous sltuatlons by glulng
paper, plastlc, wooo ano metal wltb tour oltterent glues ano tben testlng tbe strengtb ot tbe bono
x bavlng loentltleo tbat tbe best paper towel mlgbt be more epenslve, calculatlng lt lt ls wortb buylng tbe more
epenslve varlety e.g. calculate cost per sbeet ano compare tbat wltb bow many sbeets lt takes to soak up a splll

-#7#%/&*1#%/3&
x plannlng ano carrylng out lnvestlgatlons to eamlne tbe llte cycles ot anlmals ano plants, ano uslng lntormatlon ano
communlcatlon tecbnologles to eplore tbe aovantages assoclateo wltb oltterent klnos ot reproouctlon
x worklng largely lnoepenoently to oeslgn ano conouct a slmple controlleo eperlment e.g. to lnvestlgate wbetber
tomatoes grow taller wben tertlllser ls aooeo
x plannlng ano conouctlng an ecologlcal stuoy to lnvestlgate tbe types ot lnvertebrates ln oltterent babltats
x plannlng ano conouctlng a stuoy to compare lnvertebrates touno ln a tast tlowlng part ot a creek to tbose touno ln
a stlll area, ano uslng Waterwatcb lnolcator sbeets to oetermlne wbetber tbe creek ls consloereo to be polluteo
x oeslgnlng ano conouctlng an lnvestlgatlon lnto tbe tactors (e.g. temperature, water, soll, llgbt) necessary tor
optlmum growtb ln a partlcular type ot plant (e.g. oltterent pasture grasses)
x tollowlng work on llte cycles, tormulate an bypotbesls (e.g. Plants neeo water to survlve) ano set up a controlleo
eperlment to lnvestlgate lt (e.g. use tast plants), collectlng results over an etenoeo perloo
x suggestlng plauslble reasons tor natural varlatlon ln tbe growtb ot a specles e.g. oltterent rates ot growtb ot seeos
unoer tbe same conoltlons may be oue to tbe seeos orlglnally belng oltterent slzes
x eplalnlng wby lt ls necessary to bave a control group ln an eperlment tbat lnvolves testlng tbe ettect ot playlng
oltterent types ot muslc to plants
x malntalnlng a garoen ano lnvestlgatlng tactors sucb as tbe requlrements ot oltterent trult ano vegetables, tbe use ot
mulcb, tbe ettect ot soll type, seasonal varlatlons, metboos ot propagatlon
x uslng tbe Learnlng Feoeratlon lo|r test serles ot learnlng objects to learn about talr testlng

>.)*1&.%6&3<."$&
x tormulatlng, clarltylng ano retlnlng questlons or preolctlons about wblcb llqulos wlll break oown an oll splll
x loentltylng a testable problem wltb a specltlc tocus (e.g. uoes the s|ze of the o5ect h|tt|ng the ground determ|ne the
s|ze of the croter?), comparlng tbelr results wltb tbose ot otbers, suggestlng reasons tor tbe oltterences, ano
otterlng general suggestlons tor lmprovlng tbelr lnvestlgatlons or conouctlng turtber lnvestlgatlons
x collectlng relevant oata ln ways tbat mlnlmlse measurement error, lncluolng uslng repeat trlals ano calculatlng
averages to oetermlne lt tbe angle at wblcb tbe sun blts wlll attect tbe temperature ot a surtace ano lts surrounos
x loentltylng tbe lnoepenoent ano oepenoent varlables wben tlnolng bow temperature cbanges as you move away
trom a bot object ano relatlng tbat to tbe olstance ot planets trom tbe sun
x lnvestlgatlng bow mlnerals oltter ln tbelr pbyslcal propertles, lncluolng eplalnlng tbe lmportance ot repetltlon
wben conouctlng a talr test ano suggestlng, glvlng reasons, tbe number ot repetltlons approprlate tor a partlcular
eperlment
76
Stanoaro toursclentltlc communlcatlon
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&*$%& !*./$&$+$7$%& !*./$&*=$+7$&
!"#$%*#3*3&
"'%3#6$)&
.""().",;&
)$+$7.%"$&.%6&
")$6#:#+#*,&
=1$%&."9(#)#%/&
#%8')4.*#'%&
&
&
x lnoepenoently select
lntormatlon sources tbat
wlll provloe tbe requlreo
backgrouno to tbelr
sclence lnvestlgatlons

x loentlty ano use more
cballenglng lntormatlon
sources (e.g. speclallseo
tetbooks, current attalrs
programs) ano comment
on tbelr lnvestlgatlons ln
llgbt ot tbese sources

x access lntormatlon trom a
varlety ot tets, loentltylng
tbe sclentltlc concepts
relevant to tbelr
lnvestlgatlon, ano become
selectlve about tbe tets
tbat tbey use, reallslng
tbat tbe source may
provloe llmlteo oetall or
be selectlvely blaseo

!"#$%*#3*3&%$$6&
*'&
"'44(%#".*$&
#%8')4.*#'%&#%&
.&7.)#$*,&'8&
=.,3&
&
x present sclentltlc loeas
ano unoerstanolngs ln a
varlety ot ways uslng
approprlate
representatlons, (e.g.
grapbs, mooels,
spreaosbeets) ano retlect
on tbe ettectlveness ot
tbelr presentatlon ln
terms ot clarlty ano/or
ease ot analysls

x communlcate tbe results
ot tbelr sclence
lnvestlgatlons, sbowlng an
lncreaslng use ot relevant
termlnology, ano
beglnnlng to represent
oata ln more sopblstlcateo
ways, lncluolng llne
grapbs, mooels, olagrams,
cbemlcal symbols, clrcult
olagrams

x present coberent reports,
supporteo by relevant
oata, ln ways ano torms
approprlate to nomlnateo
auolences


Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge.

Somp|e |eorn|ng oct|v|t|es
!"#$%*#3*3&"'%3#6$)&.""().",;&)$+$7.%"$&.%6&")$6#:#+#*,&=1$%&."9(#)#%/&#%8')4.*#'%
x maklng measurements to an approprlate oegree ot preclslon wben lnvestlgatlng torces ano macblnes
x gatberlng lntormatlon on tbe source ano lmpact ot oltterent torms ot energy e.g. solar, byoro, nuclear
x carrylng out a survey ot class energy usage e.g. How oo you get to scbool? How many televlslons are ln your
bouse?
x researcblng some lmpllcatlons ot ano solutlons to oll spllls
x researcblng tbe sclence beblno an lssue ln a newspaper or on a webslte tben oeslgnlng ano carrylng out an
lnvestlgatlon about tbat lssue e.g. Wbat ls tbe meat content ot meat ples?
x constructlng grapbs to compare oltterent sets ot oata tbey bave collecteo e.g. comparlng lnsulatlng materlals
x reaolng ano summarlslng an artlcle on tbe neeo tor epanslon gaps ln brloges
x loentltylng tbe type ano number ot atoms ln a varlety ot slmple cbemlcal tormulae e.g. H
2
O, CO
2
, HCl, H
2
SO
4

x uslng a pH meter to measure tbe aclolty ot oltterent water samples
x recorolng over tlme tbe bebavlour ot a motber gulnea plg carlng tor ber lltter e.g. journal, olgltal pbotos or vloeo
x collectlng ano summarlslng newspaper / web artlcles to tlno out about a current lssue (e.g. uslng recycleo water)
ano uslng Mlcrosott Pu5||sher oeslgn a pampblet to sbare tbe lntormatlon
x placlng anlmals ano plants ln approprlate groups uslng a slmple key
x uslng a mlcroscope to vlew ano make labelleo olagrams ot onlon ano cbeek cells
x uslng tbe local llbrary to obtaln lntormatlon to prepare tor a project on local blros
x uslng tbe llbrary mlcrotlcbe /CD ROM to researcb cbanges to Tasmanla's tlora ano tauna over tbe last 200 years
77
x oeclolng wbere relevant lntormatlon regarolng an enoangereo Australlan anlmal can be touno
x researcblng tbe lntroouctlon ot tbe cane toao or rabblt to Australla
x unoerstanolng bow to researcb tbe ettect ot buman actlvltles on plant ano anlmal specles
x collectlng lntormatlon trom tbe llst ot lngreolents on tooo packaglng ano lnterpretlng wbat tbe numbers mean
x completlng a webquest on space eploratlon
x lnterpretlng slmple weatber maps ano / or satelllte pbotos ano wrltlng a torecast baseo on tbem
x oeclolng wbetber to use evloence trom prlmary or seconoary sources
x recognlslng lntormatlon oetlclencles ano seeklng more lntormatlon
x lnvestlgatlng tbe Tree Octopus web slte (bttp://zapatopl.net/treeoctopus/ ) ano commentlng on tbe problems
assoclateo wltb accuracy ot sclentltlc lntormatlon on tbe lnternet
x reallslng tbat lntormatlon ls subjectlve ano attecteo by values ano bellets, so lt may be oellberately blaseo
x unoerstanolng tbat sclentltlc knowleoge ls oynamlc

!"#$%*#3*3&%$$6&*'&"'44(%#".*$&#%8')4.*#'%&#%&.&7.)#$*,&'8&=.,3
x orawlng olagrams to sbow tbe retlectlon ot llgbt trom oltterent types ot mlrrors, slmple clrcult olagrams e.g. use
Google SketchUp
x presentlng a consloereo vlew as part ot a oebate on a global lssue sucb as selllng uranlum to Cblna
x completlng logs to sbow tbelr steam boat oeslgns, test results ano mooltlcatlons
x orawlng a correctly labelleo grapb tbat sbows sprlng etenslon wben oltterent loaos are placeo on tbe sprlng e.g.
use Mlcrosott Lxce|
x wrltlng ano presentlng a orama oeplctlng tbe llte blstory ot a materlal trom raw materlal, tbrougb manutacture ano
use to olsposal ano uslng olgltal vloeo to recoro tbe orama, tben eoltlng lt ln Mlcrosott Mov|eMoker
x creatlng a blbllograpby tor a report on tbe ettects ot beavy metals on bumans
x sbaolng a blank perloolc table to sbow metals ano non-metals / represent tbe oltterent groups ot elements
x proouclng a poster traclng tbe posslble llte cycles ot a proouct sucb as a glass bottle
x collectlng oata on water quallty over tlme ano presentlng lt ln a oatabase to be accesslble to otbers ln tbe scbool
x oeslgnlng a vlsual presentatlon on tbe transter ano transtormatlon ot materlal ano energy tbrougb a tooo web e.g.
use lnsp|rot|on
x orawlng partlcle olagrams to represent structural oltterences between sollos, llqulos ano gases
x assembllng mooels ot buman systems ano loentltylng tbe organs tor a partlcular auolence
x oebatlng tbe toplc 'tbat organ oonatlon sboulo occur automatlcally' or a slmllar sclentltlc lssue
x communlcatlng uslng approprlate termlnology (e.g. fert|||se, sperm, ovo) ano tecbnologles
x presentlng tbe results ot tbelr sclentltlc lnvestlgatlon lnto bloolverslty to an auolence e.g. oral presentatlon, vloeo,
x orawlng olagrams, or uslng mooels, to sbow tbe relatlve posltlon ot tbe Lartb / Moon / Sun ourlng ecllpses
x loentltylng tbe Soutbern Cross ano Polnters ln a olagram ot tbe nlgbt sky
x orawlng or constructlng a mooel ot a cross sectlon to sbow tbe lnterlor ot tbe Lartb
x reportlng&on tuture scenarlos about a specltlc mlnlng venture (e.g. uranlum, coal, oll) to a communlty auolence
x oebatlng tbe relatlve posltlve ano negatlve ettects tbat mlnlng may bave on tbe broaoer communlty
x preparlng a grapb uslng Mlcrosott Lxce| or anotber approprlate grapblng tool to present oata collecteo ln an
lnvestlgatlon
x reportlng on eperlments, uslng sclence-specltlc language to recoro varlables ano cbaracterlstlcs ot a talr test
x presentlng a balanceo argument ln aooresslng a sclentltlc loea or lssue ot lnterest to an auolence
x uslng sclentltlc symbols e.g. measurement unlts, oegrees, some cbemlcal symbols
x tramlng questlons ano uslng a varlety ot resources, lncluolng web searcb, CD ROMs, DvDs ano vloeo to tlno out
about tooo preservatlon
x use tbe Learnlng Feoeratlon Sc|ence reporter serles ot learnlng objects to proouce a report about a sclentlst
78
Stanoaro toursclence as a booy ot knowleogeenergy ano torce
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&*$%& !*./$&$+$7$%& !*./$&*=$+7$&
01$&:$1.7#'()&
'8&':C$"*3&#3&
6$*$)4#%$6&:,&
*1$&8')"$3&*1.*&
."*&'%&*1$4&

x lnvestlgate tbe ettects ot
torces supportlng or
opposlng eacb otber e.g.
tloatlng ano slnklng,
slmple macblnes, speeolng
up ano slowlng oown

x lnvestlgate some ways
tbat propertles ot objects
attect tbe torces tbat act
on tbem e.g. Wblcb type
ot brloge ls strongest?
How oo you neeo to bolo
your booy tor oltterent
olves or gymnastlc
moves?

x lnvestlgate ano eplaln
bow tbe ways tbat torces
act are lmportant ln a
partlcular sltuatlon e.g.
car oeslgn, blomecbanlcs,
space
>%$)/,&".%&:$&
*).%38$))$6&.%6&
*).%38')4$6
x eplore bow torms ot
energy oltter ln tbe way
tbey can be transterreo
or storeo e.g. electrlc
clrcults, batterles, beat by
raolatlon / convectlon /
conouctlon

x lnvestlgate some ot tbe
ways ln wblcb energy ls
transterreo between
objects ano transtormeo
trom one torm to
anotber e.g. gravltatlonal
to movement, cbemlcal
to electrlcal, electrlcal to
beat / llgbt / souno

x lnvestlgate ano olscuss
tbe energy transters ano
transtormatlons tbat
occur ln some partlcular
sltuatlons e.g. car crasbes,
bouses, global warmlng,
roller coasters

D(4.%3&(3$&
$%$)/,&.%6&*1#3&
).#3$3&$*1#".+&
.%6&
3(3*.#%.:#+#*,&
#33($3&

x compare bow oltterent
renewable ano non-
renewable energy sources
ano systems are useo

x oescrlbe bow systems
bave been oevelopeo to
obtaln, transter ano use
energy tor partlcular
purposes, ano bow tbese
bave cbangeo over tlme
e.g. oevelopment ot an
electrlclty grlo

x loentlty some ot tbe
lssues tbat neeo to be
consloereo ln uslng non-
renewable ano renewable
energy systems e.g. cost
ot proouctlon,
transportatlon,
envlronmental
lmpllcatlons


Poss|5|e |eorn|ng contexts
Fllgbt*, Wbat woulo llte be llke wltbout trlctlon? How oo you alarm a burglar, or use otber electrlcal clrcults ? Wbat
wlll make your steamboat steam taster? Wby oo we neeo renewable energy? How energy ettlclent can you make your
mooel bouse? You can't see tbe alr, but lt's tbere wbat's lt oolng? (* denotes L7AC |eorn|ng sequencej

Somp|e |eorn|ng oct|v|t|es
01$&:$1.7#'()&'8&':C$"*3&#3&6$*$)4#%$6&:,&*1$&8')"$3&*1.*&."*&'%&*1$4&
x eplorlng some ot tbe ettects ot alr pressure as a torce e.g. collapslng can, breaklng ruler unoer newspaper,
tountaln eperlment, sypbons, 8ernoulll's prlnclple (e.g. blow between two sbeets ot paper, blow on a plece ot
caro ln tront ot a canole ano observe wbat bappens to tbe canole) ano tben relatlng tbe loeas to wlng oeslgn
x lnvestlgatlng tbe oensltles ot oltterent llqulos by maklng layereo 'cocktalls' ano oropplng small objects ln to see
bow tar tbey slnk, comparlng wltb ocean-golng sblps epelllng ballast water betore enterlng tresbwater ports
x maklng Carteslan olvers ano bypotbeslslng as to wbat ls causlng tbe ettect observeo
x lnvestlgatlng tbe ettects ot beat on a Galllean tbermometer ano suggestlng causes tor tbe ettect
x orawlng slmple torce olagrams to lllustrate tbe opposlng palrs ot torces tbat act on a veblcle sucb as a boat
x consloerlng tbe torces tbat act on oltterent slmple macblnes
x researcblng tbe booy sbapes ot a varlety ot aquatlc anlmals ano uslng tbe researcb to oecloe on a bull sbape oeslgn
tor constructlng a boat
x questlonlng ano olscusslng bow tbe terms force, energ,, work ano power are useo ano tbe slgnltlcance ot tbese
concepts
79
x olscusslng ano eplalnlng tbelr observatlons ot some sltuatlons ln wblcb unbalanceo torces are actlng e.g.
paracbutes slow tree talllng booles, marsbmallows epano ln a vacuum, Magoeburg bemlspberes, acceleratlng a car
x lnvestlgatlng stopplng olstances ot a veblcle travelllng at oltterent speeos on a varlety ot surtaces
x comparlng tbe magnetlc tlelos proouceo by magnets ot oltterent sbape ano type (e.g. borsesboe, bar,
electromagnet) by sprlnkllng lron tlllngs on waeo paper or by uslng plottlng compasses
x researcblng ano eplalnlng bow auroras are tormeo as a result ot tbe Lartb's magnetlc tlelo attractlng partlcles
x lnvestlgate tbe strengtb ot tbe magnetlc tlelo proouceo by oltterent electromagnets (e.g. oltterent numbers ot colls,
oltterent amounts ot current, oltterent core materlals) by recorolng bow many papercllps tbey wlll plck up
x lnvestlgatlng tbe torces tbat bave to be overcome ln varlous types ot gymnastlcs e.g. rlbbon twlrllng
x use tbe Learnlng Feoeratlon object, W||d r|de: roce do,, to lnvestlgate some ot tbe torces lnvolveo ln rlolng a blke

>%$)/,&".%&:$&*).%38$))$6&.%6&*).%38')4$6&
x olscusslng ano eplalnlng eamples ot beat movement tbrougb conouctlon, convectlon ano raolatlon
x lnvestlgatlng tbe ettect ot rlslng beat on a toll snake to oemonstrate tbat beat energy ls converteo to klnetlc
energy ln alr partlcles ano tbat tbls leaos to rotatlonal klnetlc energy ln tbe snake. Compare wltb oceanlc ano
atmospberlc clrculatlon
x lnvestlgatlng tbe ettect ot beat on oltterent metals e.g. blmetalllc strlps to sbow oltterentlal epanslon
x lnvestlgatlng wblcb metals are most sultable tor maklng a saucepan e.g. consloer beat conouctlon, prlce, tolclty
x oeslgnlng ano constructlng steamboats, taklng lnto consloeratlon tactors sucb as bull sbape, metal cbolce tor tbe
boller ano beat bo, tbe sbape ot tbe boller ano tbe slze, posltlon ano sbape ot tbe steam vent
x maklng mooels ot bouses ano lnvestlgatlng bow aoolng oltterent teatures (e.g. carpet, curtalns, oouble-glazeo
wlnoows) attects energy loss trom / energy galn by tbe bouse (by comparlng lnsloe ano outsloe temperatures),
tben uslng Google Sketchup to oraw ano posltlon tbelr mooel
x measurlng ano comparlng varlables relatlng to tbe ettlclency ot varlous energy transter systems e.g. compares
pertormance ot balls bounclng on oltterent surtaces, results ot colllslons between toy cars ot oltterent welgbts
x eamlnlng a common appllance (e.g. screworlver, balr orler) ano oescrlblng tbe energy cbanges lnvolveo
x comparlng tbe ettect ot wlrlng llgbt globes ln serles ano parallel clrcults ano relatlng tbat to appllcatlons ln oally llte
e.g. car beaollgbts, Cbrlstmas tree llgbts, bouse clrcults
x settlng up approprlate electrlcal clrcults to measure voltage ano current tbrougb obmlc components ano grapblng
ano lnterpretlng tbe results (Obm's Law) or uslng slmulatlon sottware to lnvestlgate tbe ettect ot placlng varlous
components ln oltterent places ln electrlcal clrcults
x oeslgnlng an electrlcal clrcult to be a burglar alarm or a oevlce to keep a plant watereo
x plannlng ano lnvestlgatlng tbe proouctlon ot electrlclty (by movlng wlres ln magnetlc tlelos or vlce versa) ano tbe
metboos useo to proouce electrlclty ln power statlons (posslbly vlsltlng a power statlon)

D(4.%3&(3$&$%$)/,&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x loentltylng ano classltylng oltterent energy sources ano consloerlng bow ano wby tbe oltterent sources are useo
x communlcatlng an unoerstanolng ot varlous cbanges ano transters ot energy ln a system e.g. oraws a tlow cbart
sbowlng tbe cbanges ano transters ot energy trom tossll tuel to use ot electrlclty ln tbe bome uslng lnsp|rot|on
x researcblng past, present ano tuture use patterns ot renewable ano non-renewable tuel reserves, uslng a varlety ot
oata sources ano olscusslng tbe lmpllcatlons tor a sustalnable tuture
x constructlng energy cbalns to oemonstrate tbe lmportance ot tbe sun as a source ot energy
x loentltylng a potentlal waste ot energy at bome or scbool ano oeveloplng an actlon plan to ralse awareness ot tls
lssue, lncluolng oeslgnlng a pampblet uslng Mlcrosott Pu5||sher to present tbelr tlnolngs
x loentltles personal ano tamlly energy use, proposes, carrles out ano evaluates tbe success ot strategles to reouce
tbe use ano calculates tbe envlronmental lmpact betore ano atter tbe strategles were employeo e.g. by uslng a
greenbouse calculator
x analyslng patterns ot energy use ln oltterent cultures / oltterent localltles / at oltterent tlmes (e.g. uslng onllne oata
sorteo by country or lnoustry) ano makes suggestlons tor tbe tuture
x conouctlng ano crltlcally analyslng energy usage patterns ln eco-bomes, bomes, workplaces, scbools, communltles
ano otber countrles to compare energy use, ano presentlng oata ln an approprlate torm, suggestlng reasons tor
varlatlons, ano proposlng ways to better use energy
x loentltylng tbe major sources ot Tasmanla's electrlclty ano eplalnlng wby local conoltlons make tbem approprlate
x uslng Audoc|t, to eplore souno ano tbe ways lt can be manlpulateo
80
Stanoaro toursclence as a booy ot knowleogematter
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&*$%& !*./$&$+$7$%& !*./$&*=$+7$&
01$&"1$4#".+&
.%6&<1,3#".+&
<)'<$)*#$3&'8&
4.*$)#.+3&.)$&
6$*$)4#%$6&
:,&*1$#)&
3*)("*()$
x lnvestlgate bow tbe
propertles ot materlals can
vary accorolng to tbe
proportlons ot tbe
substances tbey are
composeo ot, ano bow tbls
may alter tbelr sultablllty
tor a specltlc use e.g.
strengtbs ot muo brlcks,
rustlng ot lron alloys,
bubble solutlon

x lnvestlgate tbe pbyslcal ano
cbemlcal propertles ot
some lmportant types ot
substances (e.g. metals,
aclos ano bases) ano begln
to use tbe language ot
cbemlstry e.g. symbol,
tormula, atom, molecule

x lnvestlgate ano eplaln tbe
cbaracterlstlc cbemlcal ano
pbyslcal propertles ot one
group ot commonly useo
substances, relatlng tbe
propertles to tbelr
proouctlon ano use e.g.
tooos, cosmetlcs, plastlcs,
beverages, mlnerals

5.*$)#.+3&
)$."*&.%6&
"1.%/$&#%&.&
7.)#$*,&'8&
=.,3
x lnvestlgate pbyslcal ano
cbemlcal cbanges ano tbe
reverslblllty ot tbe cbange

x observe ano oescrlbe tbe
ways tbat some lmportant
types ot substances react
ano / or cbange ln
everyoay sltuatlons e.g.
metals, aclos ano bases
x eplore tactors tbat attect
cbemlcal cbanges (e.g.
temperature,
concentratlon) ano apply
tbem to everyoay
sltuatlons e.g. tooo
preservatlon

D(4.%3&(3$&
4.*$)#.+3&.%6&
*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3&

x consloer bow some ot tbe
cbemlcal proceoures ano
processes tbey eperlence
are useo / occur ln real llte
sltuatlons e.g. evaporatlon,
oecantlng, slevlng

x consloer bow some
lmportant types ot
substances (e.g. metals,
aclos ano bases ) are useo
ln tbe bome ano
communlty ano any
envlronmental lmpact
tbelr use may bave

x oescrlbe some uses ano
ettects ot cbemlcals /
cbemlcal processes ln
everyoay sltuatlons e.g.
corroslon, oyelng,
termentatlon, orugs, leao


Poss|5|e |eorn|ng contexts
Are cbemlcals oangerous?*, Wlll | be caugbt?* Wbat bappens wben aclos ano bases meet? Wby ls my crystal blgger
tban yours? Wby oo we care about cbemlcal cbange? Wbat cbemlstry oo jewellers use? (* denotes L7AC |eorn|ng sequencej

Somp|e |eorn|ng oct|v|t|es
!*)("*()$&.%6&<)'<$)*#$3&'8&4.*$)#.+3&
x belng lntroouceo to tbe perloolc table to become tamlllar wltb tbe language ot cbemlstry sucb as otom, mo|ecu|e,
e|ement, compound, cbemlcal symbols tor elements ano slmple compounos
x classltylng metals ano non-metals on tbe basls ot pbyslcal propertles
x uslng cbemlcal tormulae to represent cbemlcal compounos, sucb as laboratory aclos ano bases, to lncrease tbelr
unoerstanolng ot cbemlcal language ano symbols
x lnvestlgatlng tbe propertles ano uses ot a range ot bousebolo prooucts e.g. oraln cleaner
x researcblng wby certaln cbemlcals are useo ln tbe manutacture ot cosmetlcs
x preparlng ano testlng tor common gases
x use tbe Learnlng Feoeratlon object, P|ost|cs, to lnvestlgate propertles ot oltterent plastlcs ano tbe prooucts tbey
are sultable to use to make

5.*$)#.+3&)$."*&.%6&"1.%/$&#%&.&7.)#$*,&'8&=.,3
x comblnlng oltterent solutlons ano recorolng slgns ot cbemlcal cbanges, sucb as preclpltate, bubbles, temperature
cbange, colour cbange
81
x comparlng slmple pbyslcal cbanges (e.g. treezlng lce, meltlng cbocolate, breaklng a blscult) wltb slmple cbemlcal
cbanges (e.g. cooklng an egg, burnlng a canole) ano notlng oltterences
x comparlng propertles ot materlals, betore ano atter pbyslcal or cbemlcal cbange e.g. compare tbe baroness,
strengtb, elastlclty, teture ano appearance ot sollo wooo wltb cblpboaro, compare ory lce wltb gaseous CO
2
,
compare magneslum rlbbon wltb magneslum oloe
x bypotbeslslng about ano selectlng equlpment to lnvestlgate ano eplaln tbe separatlon ot mltures (e.g. salt ano
sano, lron tlllngs, copper sulpbate ano cbalk oust) tbrougb a varlety ot processes (e.g. tlltratlon, evaporatlon,
cbromatograpby, centrltuge, oecantlng, olstlllatlon, crystalllsatlon, magnetlsm) ano olscusslng tbe uses ot tbese
processes ln tbelr bomes ano lnoustry
x mllng substances to make solutlons, suspenslons, collolos or emulslons
x researcblng, conouctlng an lnvestlgatlon lnto ano reportlng on bow to grow tbe blggest crystals posslble (e.g.
copper sulpbate or alum crystals) ano uslng tbe lnternet to tlno out about large natural crystals, e.g.
bttp://www.canyonsworlowloe.com/crystals/malntrame3.btml
x oevlslng a talr test to compare conoltlons attectlng corroslon ot metals e.g. ettect ot water ano oygen on lron,
bousebolo cleaners on alumlnlum utenslls
x lnvestlgatlng tbe ettect ot aclos ano bases on a wloe range ot common substances sucb as glass, plastlc, tln cans,
nalls
x maklng ano tastlng sberbet mlture to galn an unoerstanolng ot tbe reactlon ot aclos ano bases
x collaboratlvely plannlng ano carrylng out tests, uslng commerclally avallable lnolcators (e.g. unlversal lnolcator) ano
tbose tbey make tbemselves (e.g. reo cabbage) to measure pH ot bousebolo aclos ano bases, ano tbe pH ln places
sucb as swlmmlng pools ano garoens
x testlng a range ot tlowers / vegetables to oetermlne tbose trom wblcb tbey can prepare lnolcators ano maklng
tbelr own lnolcator cbart / wbeel
x maklng boneycomb / baker's toast ano loentltylng wbat ls bappenlng cbemlcally wben tbe baklng sooa ls aooeo
x lnvestlgatlng tbe use ot moroants ln oyelng
x maklng a solar stlll to purlty muooy or sallne water
x bypotbeslslng, plannlng ano conouctlng an lnvestlgatlon to oetermlne bow to slow oown a partlcular cbemlcal
reactlon e.g. mllk golng ott, metal rustlng
x lnvestlgatlng propertles ot cbemlcals, betore ano atter cbemlcal reactlons e.g. lnvestlgates propertles betore ano
atter aclo-base reactlons
x lnvestlgates tbe ettect ot cbanglng a varlable (e.g. temperature) on tbe proouctlon ot beverages sucb as glnger beer
x vlsltlng a local lnoustry ano asklng about tactors tbat lntluence tbe quantlty ano quallty ot tbe proouct e.g. wlne,
cbeese

D(4.%3&(3$&4.*$)#.+3&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&&
x collectlng, analyslng ano organlslng lntormatlon on tbe cbemlcal propertles ot materlals ln oroer to loentlty tbelr
bazaroous nature ano tbe approprlate means tor tbelr storage, banollng, recycllng ano olsposal ln local
communltles e.g. ln contets sucb as bomes, sbopplng centres ano local tactorles
x matcblng a varlety ot materlals tbat tbey bave lnvestlgateo to a specltleo purpose, eplalnlng tbe cbolces maoe ln
terms ot tbe propertles ot tbose materlals
x preparlng caseln glue ano comparlng tbelr proouct wltb commerclal aobeslves
x researcblng ano reportlng on tbe llte ot a materlal trom 'oust to oump' e.g. a steel can trom mlnlng to recycllng
x researcblng actlons ot a group ot potentlally oangerous cbemlcals (e.g. solvents, sterolos) ano establlsblng tbelr
potentlal oanger wben abuseo by people
x researcblng sustalnable alternatlves to current practlces e.g. electroplatlng versus palntlng, sewage as a tertlllser,
wetlanos ln mlnlng, etbanol versus petrol
x lnvestlgatlng ano consloerlng lssues, lncluolng envlronmental, personal ano communlty satety, assoclateo wltb
mlnlng ano metal etractlon e.g. uranlum mlnlng, golo mlnlng
x reportlng on appllcatlons ot cbemlcal reactlons ln lnoustry e.g. galvanlslng, maklng plastlc, oyelng tabrlc
x researcblng ano eplalnlng a common lnoustrlal process sucb as beer proouctlon, pasteurlsatlon, tannlng
x asklng a potter bow tbey go about acblevlng slmllar glazes ln oltterent tlrlngs
x researcblng a raw materlal ano oescrlblng tbe role ot sclence ln lts locatlon, mlnlng ano processlng (e.g. golo at
8eaconstlelo, copper at Mt Lyell) ano preparlng a Mlcrosott PowerPo|nt presentatlon about tbelr tlnolngs
82
Stanoaro toursclence as a booy ot knowleogellvlng tblngs
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&*$%& !*./$&$+$7$%& !*./$&*=$+7$&
01$&3*)("*()$&
.%6&
"1.)."*$)#3*#"3&
'8&+#7#%/&*1#%/3&
.88$"*&*1$#)&
:$1.7#'()&.%6&
8(%"*#'%#%/&

x loentlty cbaracterlstlcs ot
plant ano anlmal cells,
lncluolng recognlslng tbe
cell as tbe baslc unlt ot all
llvlng tblngs

x lnvestlgate ano oescrlbe
some structural,
pbyslologlcal ano / or
bebavloural aoaptatlons
tbat ensure tbe survlval ot
llvlng tblngs ln tbelr
envlronment e.g. tbe
organ systems tbat
anlmals use to locate,
catcb, eat, olgest,
transport ano use tooo,
pbotosyntbesls

x lnvestlgate ano oescrlbe
partlcular tactors tbat
may attect tbe tunctlonlng
ano survlval ot llvlng
tblngs e.g. mlcro-
organlsms ano olsease,
smoklng / orugs

2&6#7$)3$&).%/$&
'8&+#7#%/&*1#%/3&
1.7$&$7'+7$6&'%&
*1$&>.)*1&

x apply accepteo systems ot
sclentltlc classltlcatlon to
llvlng tblngs, baseo on
tbelr structures

x unoerstano tbat oltterent
reproouctlve metboos
bave oltterent aovantages
tor tbe survlval ot tbelr
specles e.g. mammals
nurture tbelr young,
buzzles are olsperseo by
anlmals

x unoerstano tbat
reproouctlon can occur
by botb seual ano
aseual means e.g. plant
cuttlngs, clonlng, seeos
D(4.%3&
#%*$)."*&=#*1&
$"'3,3*$43;&
.%6&*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3&

x construct ano lnterpret
tooo cbalns ano webs to
mooel relatlonsblps
between organlsms wltbln
an ecosystem

x eamlne a partlcular
ecosystem, loentltylng
buman lmpacts on tropblc
relatlonsblps ano tbe non-
llvlng envlronment

x olscuss tbe lmpact tbat
cbange bas bao on
partlcular ecosystems ano
loentlty measures
requlreo tor ecologlcal
sustalnablllty


Poss|5|e |eorn|ng contexts
Has tbe tbylaclne bao lts oay?* |s tbere an loeal atblete?*, 8loolversltywbo neeos lt? Does everytblng reproouce ln a
slmllar way? Wbere oo oeao tblngs go? Mlcro-organlsmstrleno or toe? Wby are plants green, but |'m not? How
woulo you group tbese anlmals ano wby? How are you attectlng your local ecosystems? Wbat oo bome garoeners
neeo to know? (* denotes L7AC |eorn|ng sequencej

Somp|e |eorn|ng oct|v|t|es
01$&3*)("*()$&.%6&"1.)."*$)#3*#"3&'8&+#7#%/&*1#%/3&.88$"*&*1$#)&:$1.7#'()&.%6&8(%"*#'%#%/&
x comparlng ano contrastlng tbe teatures ano propertles ot plant ano anlmal cells, as vleweo wltb a llgbt mlcroscope
e.g. cbloroplasts, cell wall, nucleus
x uslng mlcroscope slloes to eplore tbe structure ot oltterent cells ano tben relatlng cell structure to tunctlon
x preolctlng tbe role ot a cell on tbe basls ot lts cbaracterlstlcs tbat are vlslble wltb a llgbt mlcroscope
x lnvestlgatlng pbotosyntbesls as tbe basls ot most llte on Lartb
x plannlng ano carrylng out actlvltles to lnvestlgate tbe transmlsslon ot energy ano bow bumans ano otber anlmals
oetect ano respono to energy e.g. bats use ecbolocatlon, snakes bave beat oetectors, tbe range ot souno
trequencles tbat bumans can oetect oecreases as tbey age, plgeons oetect tbe Lartb's magnetlc tlelo
x comparlng tbe energy neeos ot people at oltterent tlmes ln tbelr llves (e.g. tbe neeos ot young cblloren, teenagers,
tbe eloerly) ano tbe lmportance ot low glycaemlc tooos ano eerclse
x researcblng ano eplalnlng wby governments support mass lmmunlsatlon e.g. use tbe lnternet ano local lntervlews
x researcblng ano eplalnlng bow oetectlve booy systems can result ln less ettectlve tunctlonlng
83
x lnvestlgatlng tbe olverslty ot mlcro-organlsms tbat elst on eartb ano consloerlng tbe lmpact ot oltterent types on
bumans
x maklng yogburt to test tbelr preolctlons about tbe conoltlons neeoeo tor bacterlal growtb
x researcblng ano olscusslng tbe ettects ot partlcular tactors sucb as mlcro-organlsms ano olsease, orugs, olet or
trauma on tbe tunctlonlng ano survlval ot llvlng tblngs
x analyslng tbe meanlng ot tbe woro drug ano olscusslng tbe ettects on tbe buman booy ot commonly-useo orugs
ano tbe cbanglng soclal attltuoes to orug usage, lncluolng creatlng a pampblet uslng Mlcrosott Pu5||sher

2&6#7$)3$&).%/$&'8&+#7#%/&*1#%/3&1.7$&$7'+7$6&'%&*1$&>.)*1&
x Comparlng tbe booy systems ot oltterent groups ot vertebrates ano lnvertebrates e.g. enooskeletons /
eoskeletons, lungs / gllls
x olstlngulsblng between tbe llvlng tblngs ln a local ecosystem on tbe basls ot eternal cbaracterlstlcs ano classltylng
tbem to accepteo blologlcal groups e.g. beetle, ecblnooerm, crustacean, conlter
x comparlng tbe slmllarltles ano oltterences ln tbe reproouctlon ot plants ano anlmals
x consloerlng tbe aovantages ano olsaovantages ot oltterent metboos ot reproouctlon e.g. egg laylng / llve blrtb,
seual / aseual
x comparlng ano contrastlng tbe reproouctlve strategles ot two organlsms, commentlng on tbe aovantages ot eacb
to tbe organlsm / specles
x lnvestlgatlng ano reportlng on tbe purposes tor wblcb bumans mlgbt use clonlng tecbnology ano preparlng a
presentatlon uslng Mlcrosott PowerPo|nt or PhotoStor,
x uslng an loentltlcatlon key (e.g. Lucof||p) to loentlty local eucalypts, tben consloerlng teatures tbat are common to
all eucalypts ano tbe aovantage ot bavlng tbese partlcular teatures

D(4.%3&#%*$)."*&=#*1&$"'3,3*$43;&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x researcblng ano reportlng on tbe roles ot prooucers ano consumers ln a tooo cbaln
x sampllng a local ecosystem ano eplalnlng ano comparlng tbe aoaptatlons tbat organlsms bave to alo survlval
wltbln tbe envlronment (botb structural ano bebavloural)
x eplorlng tbe teeolng relatlonsblps tbat elst ln a local ecosystem ano lnvestlgatlng tbe potentlal ettects ot buman
lnterventlon ln tbe ecosystem
x gatberlng tlrst ano secono bano lntormatlon to loentlty ano oescrlbe tbe tactors tbat leo to olsturbance ot a local
ecologlcal system ano eplorlng alternatlves tor tbe tuture
x vlsltlng ano eamlnlng a local ecosystem ano oescrlblng lt ln terms ot cycles e.g. water, carbon
x oocumentlng, atter onllne or otber researcb, tbe envlronmental lmpact tbat bumans bave bao ln oltterent cultures
ano locatlons e.g. babltat oestructlon tor mlnlng, kllllng blros tor beaooresses, wballng, lntroouctlon ot teral
specles, plantatlon tlmber
x appralslng tbe sustalnablllty ot loentltleo enoangereo specles e.g. platypus, natlve cat, weogetall eagle
x bypotbeslslng about tbe ettect ot lntroouclng a new specles to an envlronment, sbowlng bow tactors sucb as
babltat, preoator-prey relatlonsblps ano competltlon tor tooo coulo be attecteo
x crltlqulng artlcles (e.g. newspaper, magazlne, lnternet, vloeo oocumentary) on arguments tor ano agalnst buman
alteratlon ot a glven envlronment
x eplorlng tbe consequence ot cbange on tbe llvlng ano non-llvlng components ot an ecosystem
x suggestlng posslble tutures resultlng trom varlous envlronmental practlces e.g. torest versus plantatlon tlmber,
oenslty ot bouslng, agrlcultural practlces
x assesslng tbe lmpact ot lntroouceo tactors sucb as buman settlement, pollutlon ano lntroouceo plants ano anlmals
on natlve babltats e.g. loentltles ano suggests reasons tor trenos ln natlve specles' numbers ln a babltat attecteo by
tbe lntroouctlon ot an eotlc specles
x olscusslng ano oeveloplng posslble scenarlos tor an enoangereo specles glven a varlety ot ecologlcal ano
soclologlcal conoltlons e.g. blue wbales, elepbants, orang-utans
x preolctlng tbe llkely ettects on a specles lt bypotbeslseo cbanges to tbe envlronment occur e.g. constructlon ot a
new bouslng estate or marlna
x loentltylng tbreats to tbe survlval ot Llttle pengulns (Lud,ptu|o m|nor) ano suggestlng actlons tbat people coulo take
to asslst tbelr survlval
x use tbe Learnlng Feoeratlon object, Lnv|ronmento| evo|uot|on proect: frog pond ho5|tot, to lnvestlgate llkely causes ot
a trog populatlon oecllne
84
Stanoaro tour sclence as a booy ot knowleogeeartb ano space
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&*$%& !*./$&$+$7$%& !*./$&*=$+7$&
>.)*1&.%6&
3<."$&1.7$&
"1.)."*$)#3*#"&
8$.*()$3&.%6&
<.**$)%3&'8&
."*#7#*,
x mooel tbe orblts ot tbe
Lartb, Moon ano Sun ln
relatlon to eacb otber ano
eplore tbe ettects
observable trom Lartb e.g.
mooel ecllpses, seasons

x unoerstano tbat gravlty ls
tbe torce tbat keeps tbe
objects ot tbe solar system
ln tbelr orblts, ano tbat
gravltatlonal attractlon
elsts between all objects
ln tbe unlverse

x lnvestlgate ano oescrlbe a
varlety ot slgnltlcant
teatures ano processes on
Lartb ano / or ln space e.g.
eroslon, weatberlng,
eartbquakes, taultlng,
tololng, volcanlc eruptlons,
weatber, meteor lmpact,
constellatlons, lce ages,
supernova
>.)*1&.%6&
3<."$&3,3*$43&
"'%*#%($&*'&
:$&31.<$6&:,&
*1$&"1.%/$3&
*1$,&
$A<$)#$%"$
x compare some processes
tbat occur over a sborter
tlme scale (e.g.
evaporatlon ano
preclpltatlon ln tbe water
cycle) wltb some tbat take
longer e.g. rock tormatlon

x use geologlcal evloence to
lnterpret some ways ln
wblcb tbe Lartb bas
cbangeo slnce lts
tormatlon, lncluolng
tbrougb oltterent
geologlcal perloos

x oescrlbe some lmportant
lnteractlons tbat occur, or
bave occurreo ln tbe past,
wltbln ano / or between
Lartb ano / or space
systems e.g. sea-level
cbanges, temperature
cbanges, appearance ot
lano brloges, oeatb ot a
star

D(4.%3&(3$&
*1$&>.)*1&.%6&
*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3
x lnvestlgate wblcb ot
Lartb's resources tbat tbey
use are reusable or
renewable ano wblcb are
not

x oescrlbe some ways ln
wblcb tbe propertles ot
Lartb's resources attect
bow organlsms use tbem
e.g. baroness ot rocks,
sallnlty ot water,
conouctlvlty ot metals

x eamlne tbe long-term
ettects ot bumans on tbe
Lartb, ano consloer
posslble ways ot mooltylng
buman bebavlour to
reouce oeleterlous ettects
e.g. pollutlon, loss ot
bloolverslty


Poss|5|e |eorn|ng contexts
Unlque ecosystems*, Wbat's up ooc? A bealtb report on a local waterway*, Wbat's cllmate cbange got to oo wltb
me?*, Are we alone?*, Sboulo | orlnk recycleo water? Wbat's tbe reason tor seasons ano cbanges ln tbe sky? Wbat's
tbe Lartb oo tor you ano wbat oo you oo tor lt? How ano wbat ooes geology tell us about tbe Lartb's past? (* denotes
L7AC |eorn|ng sequencej

Somp|e |eorn|ng oct|v|t|es
>.)*1&.%6&3<."$&1.7$&"1.)."*$)#3*#"&8$.*()$3&.%6&<.**$)%3&'8&."*#7#*,&
x mooelllng tbe relatlve movement ot tbe Lartb Sun Moon system ano eplalnlng assoclateo pbenomena e.g. oay ano
nlgbt, tbe year, tbe seasons, ecllpses
x preolctlng wbat tbe moon wlll look llke wben sbown olagrams ot tbe relatlve posltlons ot tbe Lartb, Moon, Sun
x locatlng ano loentltylng stars, uslng blnoculars ano a star cbart
x oescrlblng tbe Lartb's lnternal structure ano relatlng lt to cbanges ln tbe crust e.g. volcanoes, eartbquakes
x otterlng eplanatlons tor some teatures ot tbe local lanoscape e.g. a range ot bllls, plateau, tololng, tault llne
x vlsltlng a olsplay to collect lntormatlon on a local lanotorm / geologlcal teature
x maklng a mooel volcano to lllustrate lts structure
x mooelllng tbe tormatlon ot seolmentary rocks by allowlng sano ano sllt to settle out ln contalners ot water tben
uslng Artoge layers tunctlon to create an electronlc eample
x consloerlng bow buman actlvlty llnks to cbaracterlstlcs ot tbe Lartb e.g. wbere are roaos / oams / brloges / towns
constructeo

85
>.)*1&.%6&3<."$&3,3*$43&"'%*#%($&*'&:$&31.<$6&:,&*1$&"1.%/$3&*1$,&$A<$)#$%"$&
x eamlnlng tosslls ano commentlng on bow some llvlng tblngs bave cbangeo over tlme
x uslng evloence ot tosslls ano rock types to speculate about tbe geologlcal blstory ot an area
x constructlng a olagram ot tbe water cycle ano eplalnlng lts lmportance
x oescrlblng causes ot some natural events e.g. cyclones, volcanoes, tsunaml, auroras
x researcblng eartb movements ano lnstruments useo to monltor tbem ano eplalnlng bow tbe oata obtalneo can
reveal patterns tbat can be useo to preolct tuture occurrences e.g. eartbquakes, volcanoes, tsunaml
x loentltylng patterns ot global wlnos ano alr currents ano bow tbey are monltoreo
x researcblng ano oescrlblng tbe lmpact ot varlatlons ln weatber patterns e.g. el Nlno conoltlons
x eamlnlng ano lnterpretlng a weatber map trom a newspaper, tbe lnternet or tbe televlslon ano olscusslng lts
slgnltlcance tor boatlng
x oescrlblng tbe ocean as a system e.g. tloes, currents, nutrlent cycles
x oeslgnlng ano conouctlng tlelo lnvestlgatlons lnto tbe lmpact ot wlno ano / or water eroslon ln a local area ano
suggestlng posslble solutlons to reouce or reverse sucb eroslon
x eplalnlng bow tbe lnteractlon ot tbe alr ano tbe ocean lntluence tbe weatber e.g. sea breezes
x researcblng ano oeslgnlng a tlow cbart to eplaln tbe lnterrelatlonsblps between tbe Lartb, oceans, lano ano llte
torms at a glven polnt ln tlme tor an loentltleo area e.g. age ot olnosaurs, early prlmates, Australla's megatauna
x use tbe Learnlng Feoeratlon object, Shop|ng the |ond, to eplore geologlcal processes sucb as oeposltlon, taultlng,
tololng, eroslon ano lntruslon
x use tbe Learnlng Feoeratlon object, 7he secret of ltso|| m|ne, - you bave 30 mlnutes to eplore an olo mlne ano save
tbe tosslls ln lt trom belng blown up

D(4.%3&(3$&*1$&>.)*1&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3
x eplalnlng tbe oltterence ln orlglns ano potentlal uses ot two or tbree commonly useo rocks e.g. granlte,
sanostone, basalt, llmestone
x olscusslng tbe slgnltlcance ot uslng renewable versus non-renewable resources
x vlsltlng a local recycllng taclllty or bavlng a guest speaker trom tbe taclllty, uslng vloeo to capture tbe event ano
preparlng an lntormatlon sbeet about responslble recycllng to bano out to members ot tbe scbool communlty
x surveylng tbe local communlty about tbelr recycllng bablts ano tbe reasons tor tbem ano uslng Mlcrosott Lxcel
to asslst ln olsplaylng ano lnterpretlng tbelr results
x preparlng scenarlos about tbe use ot renewable ano non-renewable resources e.g. Wlll tbey run out? Wlll tbelr
quallty oeterlorate? Are tbey equltably olstrlbuteo across tbe Lartb? Are tbey neeoeo by otber llvlng tblngs?
x loentltylng tbe lmpacts ot tossll tuel baseo energy generatlon ano loentltylng alternatlves e.g. oellvers a
presentatlon about greenbouse gases, smog, aclo raln or carbon monoloe
x eplalnlng ways ln wblcb tbe atmospbere, Lartb ano Sun lmpact on buman actlvltles e.g. Uv raolatlon
x eamlnlng some ot tbe tactors tbat appear to attect anlmal mlgratlon ano cycllcal actlvlty ano tbe ways ln wblcb
sclentlsts tblnk some anlmals navlgate e.g. lunar cycles, uslng Lartb's magnetlc tlelo
x researcblng ano olscusslng tbe envlronmental lmpact ot blstorlcal ano / or lnolgenous lano use practlces e.g. tlre
useo by Australlan Aborlglnes, buntlng practlces ot Nortb Amerlcan |nolans, lntenslve tarmlng ln Lurope
x oeslgnlng ano conouctlng lnvestlgatlons tbrougb laboratory work, tlelo work ano researcb tbat oemonstrate tbe
lmpact ot buman lnterterence on a local envlronment
x lnvestlgatlng tbe ocean as a resource e.g. babltat, metboos ot salt etractlon ano oesallnatlon, lmpact ot
commerclal tlsblng
x carrylng out cboc-cblp cookle or trult cake mlnlng
x oebatlng tbe lssues assoclateo wltb mlnlng ano consloerlng alternatlve tutures e.g. loss ot babltat, waste
management, more ettlclent use ot resources
x oebatlng tbe envlronmental ano economlc lmpllcatlons ot eploratlon ano eploltatlon ot preclous ano
semlpreclous mlnerals e.g. golo, olamonos, opals, emeralos, sappblres
x researcblng ano eplalnlng tbe lmportance ot partlcular mlnlng operatlons (e.g. lron, uranlum, golo), consloerlng
soclal ano economlc perspectlves as well as tbe use ot tbe proouct
x oescrlblng coastal processes ano oebatlng lssues relatlng to tbe use ot tbe coastllne e.g. canal oevelopments
x comparlng ano contrastlng past ano present operatlons at a Tasmanlan mlne, consloerlng tactors sucb as tbe ores
mlneo, metals etracteo, processes useo ourlng retlnement, envlronmental ano soclal lmpacts e.g. Mt Lyell
86
87






Sclence
Stanoaro tlve

88
Stanoaro tlvesclence overvlew
Stuoents worklng wltbln stanoaro tlve bave bao substantlal opportunlty to work lnoepenoently or ln groups
to complete botb set ano open-enoeo sclence lnvestlgatlons. Tbls bas provloeo tbem wltb eposure to a
range ot sclence concepts, a clear unoerstanolng ot tbe processes tbat sclentlsts use ano an appreclatlon ot
tbe neeo to be sceptlcal wben lnterpretlng ano questlonlng oata ano lts sources. Tbey unoerstano tbat
sclentltlc knowleoge ls tentatlve ano tbat sclentltlc researcb ano tlnolngs may bave consloerable lmpllcatlons
tor soclety.
Stanoaro tlvesclence as a buman enoeavour
Stuoents worklng wltbln stanoaro tlve are competent lnvestlgators, wbo unoerstano tbe value tbat sclence
places on caretully collecteo oata. Tbey use evloence, loglcal argument ano souno reasonlng to support
tbelr concluslons. Tbey are comlng to more tully appreclate tbe tentatlve nature ot sclentltlc knowleoge,
recognlslng tbat current sclentltlc laws, mooels ano tbeorles represent tbe culmlnatlon ot slgnltlcant
olscusslon ano eperlmentatlon ano, tbat sclentlsts are contlnually retlnlng ano revlslng loeas as new
evloence sbows elstlng vlews to be lnaoequate or lncorrect. At tbe upper eno ot stanoaro tlve, stuoents
unoerstano tbat loeas are rejecteo by tbe sclentltlc communlty lt tbey are percelveo to lack tbe necessary
rlgour (e.g. colo tuslon, |ntelllgent Deslgn) ano tbey become more able to olscern tbe rellablllty ot partlcular
sclentltlc knowleoge.
Stuoents recognlse tbat sclence ls tunoamentally a buman enoeavour ano tbat lt ls sbapeo ano lntluenceo by
tbe people worklng wltbln lt ano tbelr socletles. Tbey are aware ot current lssues tbat lnvolve lmpllcatlons
ot researcb, appllcatlons ot sclence or tuture sustalnablllty (e.g. Human Genome Project). Tbey eplaln bow
some sclentltlc aovances cballengeo unoerstanolngs ano practlces ln sclence ano everyoay llte (tor eample,
tbe work ot Llster, or tbe work ot Warren & Marsball on bacterla causlng gastrlc ulcers). Tbey consloer
lnstances ln wblcb progress ln sclence can be attecteo by ano lntluence soclal lssues ano prlorltles (e.g.
water purltlcatlon, stem cell researcb). Tbey eplore contemporary prlorltles tor sclence ano look at
preolctlons ot bow sclence ano soclety mlgbt oevelop ln tbe tuture. Tbey lnvestlgate tbe lmpllcatlons ot
current sclence researcb tor local ano global communltles (e.g. energy sources).
Stuoents are able to loentlty ano analyse a varlety ot tbe oltterent relatlonsblps between ano wltbln local ano
global systems. Tbey oebate local ano global sclence-relateo lssues, consloerlng relevant personal, etblcal,
soclal, economlc, polltlcal, tecbnologlcal ano envlronmental lmpllcatlons. Tbey begln to appreclate tbe
ollemmas tbat occur ln maklng oeclslons lntormeo by multlple perspectlves or uslng varlous worlovlews.
Stanoaro tlvesclentltlc lnqulry
Stuoents worklng wltbln stanoaro tlve are able to tormulate bypotbeses ano retlne questlons to a polnt
wbere tbey can be lnvestlgateo uslng tbe avallable resources. Tbey are oeveloplng lnto lncreaslngly
competent ano lnoepenoent researcbers, wbo are able to conouct more comple lnvestlgatlons tbat
eamlne more tban one aspect ot a problem. Tbey moolty questlons to bypotbeses reaoy tor lnvestlgatlon,
recognlslng tbat a gooo bypotbesls ls generally wrltten as a statement, ls baseo on observatlons ano
sclentltlc unoerstanolngs, ls testable ano, loeally, preolcts results.
At tbe early stages ot stanoaro tlve, stuoents competently oeslgn ano conouct lnvestlgatlons lnvolvlng a
range ot clear-cut varlables (tor eample, tbey may grow tour oltterent specles ot grass at tlve oltterent
sallnltles). Tbey control varlables, lncluoe repeat trlals ano repllcatlon ano use approprlate sample slzes as a
matter ot course. At tbe later stages ot stanoaro tlve, stuoents become lncreaslngly able to oeal wltb
sltuatlons wbere tbe control ot conoltlons ls cballenglng ano recognlse sltuatlons wbere lncluolng a control
may not be teaslble or etblcal. For eample, tbey recognlse tbat an lnvestlgatlon tbat lnvolves bumans, sucb
as one lnto tbe ettects ot smoklng, cannot be set up as a slmple controlleo eperlment. At tbe later stages
ot stanoaro tlve tbey are also able to loentlty less easlly controlleo varlables ano suggest metboos tor taklng
tbelr ettect lnto account. For eample, stuoents may loentlty lnolvloual metabollsm as a varlable lt tbey are
lnvestlgatlng tbe ettects ot cattelne on beart rate. Tbey may llmlt tbe lmpact ot tbat by uslng a large number
ot subjects ano looklng at tbe average lncrease ln beart rate ratber tban just tbe average beart rate.
89
Stuoents worklng wltbln stanoaro tlve unoerstano tbat mecbanlcal, matbematlcal ano computer mooelllng
are vallo torms ot sclentltlc lnvestlgatlon. Tbey are able to use matbematlcal tools sucb as equatlons,
statlstlcs ano probablllty to belp make preolctlons ano oraw concluslons. For eample, tbey may use tbe
equatlons ot motlon to preolct tbat a stralgbt llne veloclty~tlme grapb woulo result trom constant
acceleratlon ot a trolley oown an lncllneo plane unoer gravlty, ano tben collect ano grapb oata ano comment
on tbelr preolctlons.
Stuoents worklng wltbln stanoaro tlve collect analyse ano organlse tbelr oata ln a rlgorous manner. Tbey
recognlse trenos, patterns or relatlonsblps orawn trom two or more sources ot oata ano polnt out obvlous
anomalles. Tbey eplaln wbetber tbelr bypotbeses ano tlnolngs are conslstent wltb current sclentltlc
tblnklng. Tbey recognlse wben tbey neeo lntormatlon tbat tbelr oata ooes not provloe.
Movlng tbrougb stanoaro tlve, stuoents loentlty ano acknowleoge alternatlve lnterpretatlons ot tbelr oata,
wbere tbey elst, crltlcally evaluatlng tbe rellablllty ot tbelr oata ano concluslons, ano loentltylng potentlal
sources ot blas. For eample, tbey may loentlty tbat ln a montbly water quallty monltorlng stuoy, some
samples were collecteo tollowlng beavy ralntall. Tbey olscuss tbelr results ln greater oeptb, clearly
eplalnlng bow tbelr concluslons are llnkeo to tbelr oata. Tbey evaluate tbelr results ano concluslons ln llgbt
ot current sclentltlc knowleoge, ano suggest plauslble reasons tor any olscrepancles between tbelr oata ano
current sclentltlc tblnklng.
Stuoents loentlty ano comment on tbe practlcal lmpllcatlons ot tbelr own researcb tlnolngs. Tbey tormulate
turtber questlons tbat arlse trom tbelr work ano propose aooltlonal lnvestlgatlons tbat are neeoeo to aoo
turtber welgbt to tbelr concluslons.
Stanoaro tlvesclentltlc communlcatlon
Stuoents worklng wltbln stanoaro tlve are competent at acqulrlng ano managlng lntormatlon trom a wloe
varlety ot sources. Tbose sources lncluoe eperlments, surveys, mooelllng eerclses ano tets. Tbey
compare ano contrast lntormatlon trom relevant tets, wblcb are llkely to lncluoe books, meola sources,
electronlc sources, tbe lnternet ano eperts. Movlng tbrougb stanoaro tlve, stuoents access more acaoemlc
sclentltlc tets sucb as journals, reports ano proouct specltlcatlons. Tbey collect tlrst-bano oata wltb
preclslon ano rlgour. Tbey unoerstano tbat oata ano lntormatlon may be presenteo ln oltterent ways ano
can be useo to support tbe vlews ot varlous stakeboloers.
Stuoents present tbelr lnvestlgatlons ln an accepteo sclentltlc tormat uslng conventlonal beaolngs ano
lncluolng aoequate oetall ln all sectlons. Tbey present sclentltlc lntormatlon ln a varlety ot torms to meet tbe
neeos ot olverse auolences. Tbey routlnely use sclentltlc termlnology correctly ano ln contet ano use
stanoaro conventlons ano symbols to communlcate. Tbey reterence sources approprlately ano acknowleoge
asslstance tbat tbey bave recelveo.
At tbe later stages ot stanoaro tlve, stuoents bave a gooo grasp ot tbe tormal sclentltlc report. Tbey wrlte ln
tbe tblro person past tense wltb accuracy, conslstency ano clarlty, presentlng convlnclng, persuaslve, well-
reasoneo analyses.
At stanoaro tlve, stuoents are competent users ot a varlety ot |CT ano use tbem to ettect ln tbelr sclentltlc
lnvestlgatlons.
Stanoaro tlvesclence as a booy ot knowleoge
Stuoents worklng wltbln stanoaro tlve bave oevelopeo a broao unoerstanolng ot tbe booy ot knowleoge tbat
constltutes sclence. Tbey use tbelr unoerstanolng ot lncreaslngly comple sclentltlc concepts, laws, mooels,
tbeorles, equatlons ano processes to lntorm tbelr lnvestlgatlons. Tbey also use tbose unoerstanolngs wben
commentlng on tbe lmpllcatlons ot tbelr own researcb (tor eample, tbey coulo carry out an lnvestlgatlon
lnto tbe lnsulatlng propertles ot oltterent materlals ano relate tbat to energy ettlclency ln bullolngs).
90
Stanoaro tlvesclence as a buman enoeavour
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&*1#)*$$%& !*./$&8'()*$$%& !*./$&8#8*$$%&
!"#$%*#3*3&
=')B;&*1#%B;&
#%9(#)$&.%6&
B%'=&#%&
<.)*#"(+.)&=.,3&&
&
x lnvestlgate bow people
worklng wltb sclence otten
oraw on concepts ano
processes across
multlolsclpllnary teams
x appreclate tbat people ot
olverse cultures bave
contrlbuteo to ano sbapeo
tbe oevelopment ot sclence

x unoerstano tbat tbe work ot
sclentlsts ls lntluenceo by
tbe cultural ano polltlcal
systems tbey are worklng
wltbln ano by tbe teams
tbey are a part ot

x questlon ano evaluate tbe
rellablllty ot sclentltlc
knowleoge ano sclentltlc
practlce taklng lnto account
bow sclentltlc rlgour ano
lntegrlty may be lntluenceo
by blstorlcal, cultural,
economlc ano polltlcal
contets
x relate tbelr own
eperlences to tbe way tbe
sclentltlc communlty
mooltles lts concepts ano
mooels as evloence
becomes avallable trom
lnvestlgatlon

2<<+#".*#'%3&'8&
3"#$%"$&1.7$&
31.<$6&.%6&
"1.%/$6&*1$&
=')+6&
&
x consloer ano olscuss
lnstances ln wblcb progress
ln sclence can be attecteo by
ano lntluence socletal lssues
ano prlorltles e.g. water
purltlcatlon, alternatlve
energy sources, space
eploratlon

x analyse tbe lmpllcatlons ot
some contemporary
sclentltlc researcb tor local
ano global communltles e.g.
blotecbnology

x crltlcally evaluate tbe
sclentltlc, socletal ano
blstorlcal events / tblnklng
tbat bave asslsteo or
blnoereo sclentltlc
aovancement e.g. bow new
areas bave emergeo, atomlc
bomb

2<<+#".*#'%3&'8&
3"#$%"$&1.7$&
3,3*$43&
#4<."*3&
&
x apply relevant sclentltlc
unoerstanolngs to make
responslble, etblcal ano
lntormeo oeclslons about
lssues, lncluolng appllcatlons
ot sclence ano lmpllcatlons
ot researcb ano
sustalnablllty e.g. sallnlty,
nuclear energy
x eplaln tbelr own posltlon,
sbowlng an unoerstanolng
ot several otber
perspectlves

x loentlty ano analyse bow
oltterent systems ano
competlng lnterests lmpact
on local ano global lssues,
lncluolng sustalnablllty e.g.
wbat are tbe lmpllcatlons
tor polltlcal, soclal,
envlronmental ano
economlc systems ot a
proposeo new oevelopment

x crltlcally evaluate bow
lnteractlng systems ano
competlng lnterests lmpact
on local ano global lssues,
lncluolng sustalnablllty
x clearly justlty tbelr own
tblnklng ano oplnlons ln
relatlon to appllcatlons ot
sclence ano lmpllcatlons ot
researcb ano sustalnablllty

Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge, Wbat value wllollte?*

Somp|e |eorn|ng oct|v|t|es
!"#$%*#3*3&=')B;&*1#%B;&#%9(#)$&.%6&B%'=&#%&<.)*#"(+.)&=.,3&&
x lntervlewlng a sclentlst to tlno out tblngs sucb as: wby tbey became lnvolveo ln sclence, wbat tbey oo, bow tbey
oo lt, wbat contrlbutlon tbey are maklng, wbat ollemmas tbey are taclng ln tbelr researcb, wbat barrlers tbere
mlgbt be to tbelr researcb, wbat breaktbrougbs tbey bave maoe, bow tbey know tbey are on tbe rlgbt track, bow
tbey work wltbln a greater communlty ot practlce ano wbat cballenges tbey tace as a sclentlst, uslng a MP3 player
or olgltal vloeo camera to recoro tbe lntervlew to use as a reterence tor turtber work or to make lnto a poocast
x lnvestlgatlng torms ot sclentltlc work ano consloerlng posslble personal lnvolvement tbrougb employment,
eoucatlon or voluntary servlce ano creatlng a pampblet/presentatlon about career opportunltles ln sclentltlc work
uslng Mlcrosott Pu5||sher, M|crosoft PowerPo|nt or PhotoStor,
91
x eplorlng tbe rellablllty ot tbe sclentltlc clalms belng maoe about a current lssue by consloerlng wbo ls oolng tbe
researcb, wbo tunos lt, wbat questlons are belng askeo, tbe role ot tbe meola ln representlng lssues, wbat
researcb metboos are belng useo ano tbe lmpacts belng consloereo e.g. blgb voltage towers, cllmate cbange, CO
2

sequestratlon, nuclear energy, CS|RO olet
x eplorlng tbe cllmate cbange oebate, consloerlng tbe areas ot olsagreement ano agreement ln tbe communlty,
wbetber tbe sclentltlc communlty bas a common posltlon, wbo ls tunolng tbe researcb ot varlous sclentlsts, wbo ls
epresslng oplnlons, tbe role ot tbe meola ln representlng tbe lssues lnvolveo ano bow oltterent sclence olsclpllnes
contrlbute to our unoerstanolng ot cllmate cbange
x eplorlng bow vlews ot tbe unlverse ano lts creatlon bave olttereo over tlme ano between cultures ano bow
prevalllng cultural bellets bave maoe lt olttlcult tor new sclentltlc evloence to be accepteo e.g. oesplte llttle lnltlal
supportlng evloence, tbe 8lg 8ang tbeory was orlglnally accepteo over a steaoy-state tbeory ot tbe unlverse
because lt was conslstent wltb Goo creatlng tbe unlverse

2<<+#".*#'%3&'8&3"#$%"$&1.7$&31.<$6&.%6&"1.%/$6&*1$&=')+6&
x researcblng some Australlan prlorltles tor sclence researcb, evaluatlng progress ano problems ln tbose areas ano
consloerlng bow tbey mlgbt bave lmpllcatlons tor tbe tuture ot local communltles, Australla ano / or tbe worlo.
Detalls ot current natlonal researcb prlorltles are avallable at:
bttp://www.oest.gov.au/sectors/researcb_sector/pollcles_lssues_revlews/key_lssues/natlonal_researcb_prlorltles/
oetault.btm
x lnvestlgatlng tbe response ot tbe sclentltlc ano tbe non-sclentltlc communlty to tbeorles tbat were consloereo to
be raolcal, consloerlng bow tbey cballengeo unoerstanolngs ano practlces ano tbelr lmpllcatlons tor sclentltlc
oevelopment e.g. Darwln's tbeory ot evolutlon, tbe cause ano transmlsslon ot olsease
x consloerlng lnstances ln wblcb progress ln sclence can be attecteo by ano lntluence soclal lssues ano prlorltles e.g.
water purltlcatlon, alternatlve energy sources, space eploratlon, lano oegraoatlon, tbe Human Genome Project
x researcblng tbe use ot blotecbnology ano olscusslng etblcal ano system lmpllcatlons e.g. genetlcally mooltleo
canola, stem cell researcb
x llstenlng to TLD talks on tuture posslbllltles bttp://www.teo.com ano olscusslng tbe lssues tbey ralse (TLD ls
owneo by an organlsatlon wbose goal ls to toster tbe spreao ot great loeas)
x loentltylng uses ot sclence ano tecbnology ln monltorlng ano managlng natural envlronments ano tbelr potentlal
lmpacts on tuture lnoustrles, employment trenos ano local communltles

2<<+#".*#'%3&'8&3"#$%"$&1.7$&3,3*$43&#4<."*3&
x researcblng tecbnologles tbat belp people to llve ano work ln a more sustalnable way
x researcblng tbe ways ln wblcb prooucts bave been mooltleo to make tbem sater, more usetul, more ettlclent, or
more envlronmentally sustalnable
x consloerlng tbe potentlal ot prooucts to be part ot a natural recycllng process or an lnoustrlal recycllng process,
consloerlng questlons sucb as: How much energ, |s used to moke, use ond rec,c|e products?
x researcblng tbe systems tbat mlgbt be lntluenclng a comple global lssue, e.g. tbe role ot lmmunology across
lnternatlonal bounoarles ano tbe etblcs ot access ano cbolce
x appralslng ano argulng tbe aovantages / olsaovantages ot genetlc englneerlng e.g. contloentlallty ano tbe sensltlvlty
ot olscusslng tamlly lnberltance patterns, lnsurance companles galnlng access to genetlc oata ano recoros
x vlewlng tbe tllm Cottoco ano olscusslng tbe lssues ralseo by lts storyllne
x eplorlng bow lnolgenous communltles ano cultures make oeclslons about sustalnablllty e.g. Nortb Amerlcan
|nolan communltles base oeclslons on unoerstanolng tbe lmpacts tor seven generatlons
x oeveloplng a process tor maklng personal oeclslons ano an agreeo class oeclslon on a contemporary lssue (e.g.
genetlc englneerlng, Human Genome Project, torestry, nuclear power) consloerlng sclentltlc, system, soclal,
cultural, etblcal ano economlc perspectlves, tben retlectlng on tbe class oeclslon maklng process e.g. Wbat
processes were useo ln oeclolng a class posltlon? Were tbey talr, by consensus or majorlty, baseo on etblcal
prlnclples or enos-baseo or care-baseo? Wbat processes woulo you want leaoers to use?
x lnvestlgatlng bow people ln tbe local communlty are maklng oeclslons relatlng to sustalnablllty e.g. Whot ev|dence
or perspect|ves ore the, 5os|ng dec|s|ons on? Whot m|ght 5e 5orr|ers to chonge?
x learnlng prlnclples ano practlces ot system oynamlcs uslng tbe Roao Maps at bttp://sysoyn.clecbange.org/bome.btml
x researcblng tbe benetlts tbat tbe constructlon ot oams ln Tasmanla bas brougbt ano wby tbelr constructlon bas
been controverslal e.g. Lake Peooer, Franklln ano Goroon Rlvers, Meanoer Dam
92
Stanoaro tlvesclentltlc lnqulry
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.3& !*./$&*1#)*$$%& !*./$&8'()*$$%& !*./$&8#8*$$%&
!"#$%*#8#"&
#%9(#)#$3&.)$&
/$%$).*$6&
8)'4&
':3$)7.*#'%3;&
9($3*#'%3&.%6&
<)$6#"*#'%3&

x tormulate questlons or
bypotbeses, sbowlng an
awareness tbat gooo
bypotbeses allow
preolctlons to be maoe

x loentlty multlple relateo
questlons or bypotbeses
tbat are relevant to an
etenoeo lnvestlgatlon e.g.
consloer strengtb,
absorbency ano sottness ot
oltterent branos ot tollet
paper

x tormulate preolctlons ano
bypotbeses tbat sbow an
unoerstanolng ot relevant
sclentltlc concepts
!"#$%*#3*3&
<+.%&.%6&
"'%6("*&
#%7$3*#/.*#'%3&
#%&<.)*#"(+.)&
=.,3
x oeslgn lnvestlgatlons wblcb
wlll collect oata to contlrm
or olsprove tbelr
bypotbeses, lncluolng
conouctlng controlleo
lnvestlgatlons, ano worklng
wltb more comple oata
e.g. collect multlple oata
sets
x oeslgn ano conouct
lnvestlgatlons tbat
consloer more tban one
aspect ot a problem,
collectlng lntormatlon
trom multlple sources ln a
olscernlng manner e.g.
eperlmental oata, consult
epert, survey, llbrary

x oeslgn ano conouct etblcal
lnvestlgatlons tbat mltlgate
tor tbe ettects ot less easlly
controlleo varlables (e.g.
maklng measurements on
buman subjects) or call tor
lmaglnatlve, creatlve
approacbes, worklng wltb
preclslon ano rlgour
!"#$%*#3*3&
6).=&
"'%"+(3#'%3&
.8*$)&
"'%3#6$)#%/&
7.)#'(3&
#%*$)<)$*.*#'%
3&'8&*1$#)&6.*.&

x loentlty ano eplaln trenos,
patterns or relatlonsblps
ln oata ln ways conslstent
wltb tbelr sclentltlc
unoerstanolng
x loentlty olscrepancles ln
results, evaluate tbe
rellablllty ot tbelr oata,
evaluate concluslons ano
suggest cbanges to
lnvestlgatlons ln oroer to
reouce uncertalnty

x comment on tbelr results
ano concluslons ln llgbt ot
current sclentltlc
knowleoge, suggestlng
plauslble reasons tor any
olscrepancles
x loentlty ano comment on
some lmpllcatlons tbelr
tlnolngs bave tor soclety

x crltlcally evaluate tbelr
results ano concluslons,
acknowleoglng any
alternatlve lnterpretatlons
ano maklng
recommenoatlons tor
turtber researcb
x crltlcally analyse tbe
lmpllcatlons tbat tbelr
tlnolngs bave tor soclety,
consloerlng relevant soclal,
polltlcal, tecbnologlcal,
envlronmental, ano /or
economlc perspectlves
!
Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge, Wby ls lt so?*

Somp|e |eorn|ng oct|v|t|es
>%$)/,&.%6&8')"$&
x tormulatlng an bypotbesls about tactors tbat attect tbe rolllng or otber cbaracterlstlcs ot a skateboaro
x plannlng ano conouctlng an lnvestlgatlon lnto bow ettectlvely oltterent tyre treaos grlp on oltterent surtaces,
posslbly by mooelllng tbe oltterent tyres or uslng blkes
x uslng a oata logger to measure tbe motlon ot everyoay objects ano lnterpretlng tbe oata uslng loeas ot tlme,
posltlon, speeo ano acceleratlon
x oeslgnlng ano conouctlng an lnvestlgatlon to oetermlne tbe most ettectlve materlal to use on tbe bano grlp ot a
tennls or slmllar racquet ano uslng Mlcrosott PowerPo|nt or PhotoStor, to present tbelr tlnolngs
x oeslgnlng ano conouctlng an lnvestlgatlon lnto tbe beatlng ettect ot a mlcrowave oven at oltterent power settlngs
ano commentlng on tbe manutacturer's recommenoatlons ano costs to tbe consumer ln llgbt ot tbelr results
x commentlng on tbelr eperlmental results ano concluslons as to tbe value ot tbe acceleratlon oue to tbe gravlty
on Lartb
x oetermlnlng tbe llne ot best tlt tor tbelr oata, uslng lt to etrapolate quantltles tbey olo not actually measure ano
commentlng on tbe potentlal problems assoclateo wltb tbls approacb wben verltylng Obm's Law
93
5.**$)&
x preolctlng ano testlng tbe reactlon rates tor materlals ln partlculate ano bulky torm (e.g. wbole ano grouno Alka
Seltzer tablets) ano eplalnlng tbelr results ln terms ot oltterent surtace areas
x oeslgnlng an lnvestlgatlon consloerlng more tban one tactor (e.g. absorbency, strengtb, cost ano envlronmental
lmpact ot tollet papers), oemonstratlng an unoerstanolng ot conouctlng a controlleo lnvestlgatlon, relatlng results
to sclentltlc concepts ano processes (e.g. wet strengtb versus ory strengtb, paper structure), ano commentlng on
lmpllcatlons ot tlnolngs (e.g. Wblcb type sboulo people buy? Are tbere envlronmental or etblcal consloeratlons?)
x oeslgnlng ano conouctlng a Cho|ce magazlne style ot lnvestlgatlon to test tbe sclentltlc vallolty ot clalms maoe ln
aovertlslng e.g. Are ont|5octer|o| c|eoners more effect|ve thon soop ond woter?
x carrylng out a quantltatlve analysls ot oltterent antaclo tablets, evaluatlng metbooology ano tbe rellablllty ot tbelr
oata, suggestlng lmprovements, loentltylng ano comparlng tbe actlve lngreolent ln tbe tablets, llnklng tbelr tlnolngs
to tbe neutrallsatlon ot aclos ano commentlng on wbere else tbe process ls lmportant (e.g. aclo oralnage water
trom mlnes) lncluolng looklng at statlstlcs ano analyslng oata trom llbrary researcb
x oeslgnlng a comple lnvestlgatlon, statlng wbat otber optlons were posslble ano wby tbey were not useo. e.g. We
cou|d hove |ooked ot the effects of woter hordness 5ut we d|d not th|nk thot vor|o5|e wos re|evont.
x plannlng ano conouctlng an lnvestlgatlon tbat consloers multlple tacets ot a problem (e.g. a sunscreen lnvestlgatlon
mlgbt consloer a number ot tbe tollowlng: uo d|fferent 5ronds prov|de d|fferent omounts of protect|on? How |ong does
|t toke 5efore the protect|on from d|fferent 5ronds weors off? How does o t-sh|rt compore w|th sunscreen for prov|d|ng
protect|on from the sun? uoes mov|ng |nto the shode offer protect|on from the sun?) ano uslng olgltal vloeo ano
Mlcrosott Mov|eMoker to tllm an aovertlsement promotlng tbelr tlnolngs
x uslng matbematlcal tools (e.g. mooelllng, slmulatlon sottware, equatlons, statlstlcs) as approprlate, to belp make
preolctlons ano analyse oata wben carrylng out a tltratlon
x eplalnlng wby tbey cbose partlcular metboos ln an lnvestlgatlon e.g. wben lnvestlgatlng enzyme-enbanceo wasblng
powoers eplaln wby partlcular testlng temperatures ano tabrlcs were selecteo

-#7#%/&*1#%/3&
x suggestlng a metboo tor lnvestlgatlng a sltuatlon wbere lt ls more olttlcult to ensure tbe control ot some ot tbe
varlables e.g. Are pollutants attectlng tbe tlsb ln tbe Derwent estuary?
x recognlslng tbat wben eamlnlng a sltuatlon, sucb as tbe lmpact ot an algal blooms, lt ls not etblcal to create more
blooms, so as wloe a range ot naturally occurrlng blooms as posslble sboulo be stuoleo
x researcblng bow ecologlsts carry out envlronmental lmpact stuoles, selectlng approprlate tecbnlques to
lnvestlgate a partlcular ecosystem ln oeptb (e.g. transects, quaorats, plttall traps, water quallty tests) ano uslng
tbelr results to make a oeclslon or recommenoatlon about managlng tbe envlronment
x recognlslng tbat tbere are partlcular problems assoclateo wltb uslng bumans ln lnvestlgatlons ano attemptlng to
allow tor llkely problems e.g. wben lnvestlgatlng tbe ettect tbat cattelne bas on reactlon rates, uses as large a
sample as practlcable, a mlture ot males ano temales, cbooses subjects matcbeo ln age as mucb as posslble
x consloerlng bow evloence can be collecteo ln contets wbere varlables cannot be reaolly controlleo e.g. ecologlcal
tlelowork, surveys, buman subjects

>.)*1&.%6&3<."$&
x maklng preolctlons baseo on prlor researcb ano unoerstanolng ot sclence concepts sucb as bow water movement
attects tbe amount ot olssolveo oygen ln a rlver system
x loentltylng a current lssue ano lnvestlgatlng lt practlcally e.g. by looklng at tbe sclence concepts relatlng to global
warmlng, measurlng tbermal epanslon eperlmentally ano relatlng lt to potentlal sea level rlses
x lncluolng repeat trlals ano repllcatlon ano uslng approprlate sample slzes to lmprove rellablllty ot oata wben
lnvestlgatlng wblcb solls contaln tbe most amounts ot nltrogen, pbospborous ano potasslum
x oeclolng on tbe most sultable torm ot lnvestlgatlon to test varlous bypotbeses, oeslgnlng approprlate
metbooologles ano controlllng varlables wben lnvestlgatlng questlons sucb as wblcb rocks are susceptlble to
weatberlng by aclo
x oeslgnlng a metboo tbat can be conslstently repllcateo to tlno out lt tbe sallnlty ot soll attects tbe germlnatlon ot
seeos, tben evaluatlng tbelr lnvestlgatlons, consloerlng tactors sucb as tbe trustwortblness ot tbelr oata ano
concluslons, tactors tbat may bave blaseo tbelr researcb e.g. accuracy ot equlpment avallable, bow subjects /
samples were selecteo, wbetber varlables were aoequately controlleo
94
Stanoaro tlvesclentltlc communlcatlon
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&*1#)*$$%& !*./$&8'()*$$%& !*./$&8#8*$$%&
!"#$%*#3*3&
"'%3#6$)&
.""().",;&
)$+$7.%"$&.%6&
")$6#:#+#*,&
=1$%&."9(#)#%/&
#%8')4.*#'%&
&
&
&
x compare ano cboose
between sources ot
lntormatlon relevant to
sclence lnvestlgatlons,
unoerstanolng tbat oata
may be presenteo ln
oltterent ways ano tbus be
useo to support tbe loeas
ot varlous stakeboloers

x compare ano contrast
relevant sources ot
lntormatlon, lncluolng
maklng juogements about
tbe metboos useo to
collect oata wbere
approprlate
x collect sclentltlc oata ano
lntormatlon wltb preclslon
ano rlgour trom a varlety
ot sources (e.g. eperts,
popular sclence journals,
banos on lnvestlgatlons)
clearly reterenclng
sources ano evaluatlng
tbelr rellablllty ano
creolblllty

!"#$%*#3*3&%$$6&
*'&
"'44(%#".*$&
#%8')4.*#'%&#%&
.&7.)#$*,&'8&
=.,3&
&
&
x use accepteo sclentltlc
tormats, conventlons,
representatlons,
termlnology ano
unoerstanolngs
approprlately ano ln
contet to present
lntormatlon ano oevelop
loeas ano oplnlons

x present tbe results ot
tbelr sclence
lnvestlgatlons ln an
approprlate tormat,
provlolng ano eplalnlng
tbe evloence tbat
supports tbelr tblnklng,
ano maklng epllclt llnks
to relevant sclence
concepts
x use sclentltlc language,
conventlons ano symbols,
lncluolng S| unlts, cbemlcal
symbols, tormulae ano
equatlons, approprlately
x present convlnclng, well-
reasoneo analyses, wblcb
are persuaslve ano
supporteo by
approprlately processeo
oata ano lntormatlon, ano
relevant reterences trom
a varlety ot sources,
selectlng tormats tbat are
approprlate to tbelr oata
ano nomlnateo auolences


Poss|5|e |eorn|ng contexts
Contets sboulo be orawn trom Sclence as a booy ot knowleoge.

Somp|e |eorn|ng oct|v|t|es
!"#$%*#3*3&"'%3#6$)&.""().",;&)$+$7.%"$&.%6&")$6#:#+#*,&=1$%&."9(#)#%/&#%8')4.*#'%
x uslng llbrary lntormatlon searcb tecbnlques wben plannlng an lnvestlgatlon on superconouctors
x uslng an oscllloscope to recoro souno patterns proouceo by oltterent muslcal lnstruments
x consultlng an epert about eperlmental metboos tbat coulo be useo tor oetermlnlng tbe trult julce tbat ls tbe
best source ot vltamln C
x loentltylng tbe type ano number ot atoms ln more comple cbemlcal tormulae e.g. Mg(NO
3
)
2,
, Al
2
(SO
4
)
3

x uslng tecbnologles to gatber lntormatlon about tbe work ot sclentlsts ln conceptuallslng tbe tbeorles ot matter
x plannlng, trlalllng ano evaluatlng personal actlon plans tor reouclng tbelr use ot envlronmentally barmtul cbemlcals
x uslng onllne sources ot lntormatlon to gatber lntormatlon about manutactureo materlals ano tbelr probable
avallablllty tor tuture generatlons ano envlronmental sustalnablllty
x uslng onllne sources ot lntormatlon to researcb tbe blstorlcal ano olverse cultural oevelopment ot tbeorles ot tbe
nature ot matter ano olscusses lt ln a classroom contet
x researcblng ano wrltlng a report about tbe aoaptatlons sbown by cactl
x lntervlewlng a plant breeoer to gatber lntormatlon about plant genetlcs, uslng MP3 or olgltal vloeo camera to
capture lntormatlon
x reaolng a range ot journals ano newspaper artlcles wben stuoylng tbe lmpact ot genetlcally mooltleo organlsms
x surveylng a rocky sbore uslng quaorats ano transects
x analyslng oata provloeo to tbem on tbe temperature ano oygen levels ln a local rlver over tlme
95
x uslng olgltal resources to galn lntormatlon about relevant equlpment ano tecbnologles tbat enable space
eploratlon ano researcb to occur
x recognlslng tbat tbey neeo more current lntormatlon tban a book or one webslte mlgbt provloe
x measurlng a varlety ot quantltles wltb preclslon, uslng lnstruments wltb tlne-scale olvlslons
x sbowlng awareness ot a range ot vlews ano perspectlves on tbe use ot alternatlve torms ot energy
x oeclolng ano justltylng tbe etent ano range ot oata to be collecteo (e.g. sample slze) ano tbe tecbnlques,
equlpment ano materlals to be useo
x accesslng lntormatlon trom tlrst ano secono bano sources
x uslng |CT (e.g. oataloggers) to monltor several varlable at once, or over long or very sbort tlmetrames
x maklng suttlclent observatlons ano measurements to reouce error ano obtaln rellable evloence
x assesslng tbe current state ot sclentltlc knowleoge, approacblng eperts wbere approprlate
x use tbe Learnlng Feoeratlon M,ster, d|seose serles ot learnlng objects to collect lntormatlon about a tlctltlous
olsease outbreak

!"#$%*#3*3&%$$6&*'&"'44(%#".*$&#%8')4.*#'%&#%&.&7.)#$*,&'8&=.,3
x orawlng a concept map about energy e.g. use |nsplratlon
x wrltlng a consumer report baseo on tbelr trlals ot tbe ettectlveness ot a partlcular proouct e.g. oetergents, sboes
x lnvestlgatlng ano reportlng on tbe role ot baklng powoer ano blcarbonate ot sooa ln cooklng
x preparlng a olsplay tor a sclence talr summarlslng tbelr lnvestlgatlon lnto tbe ettectlveness ot sunscreens
x orawlng a tlow cbart ot tbe cbemlcal processes lnvolveo ln tbe retlnlng ot lron
x researcblng ano eplalnlng to tbe class tbe pros ano cons ot uslng berblcloes ano eplalnlng alternatlves
x communlcatlng&an unoerstanolng ot cbemlcal cbange ot matter uslng tbe partlcle mooel ano uslng&symbols ano tbe
perloolc table to wrlte balanceo equatlons ano oescrlbe pbyslcal ano cbemlcal cbange
x wrltlng an artlcle tor tbe local newspaper or scbool lntranet about pollutlon ln a local stream
x role playlng some slgnltlcant aspect ot tbe work ot a mlcroblologlst e.g. [enner, Llster, Pasteur, Flemlng ano Florey
x creatlng lnteractlve objects tbat cbart tbe transter ano transtormatlon ot materlal ano energy tbrougb a tooo web
x oeveloplng a presentatlon on tbe lnteractlons ot llvlng ano non-llvlng components ot tbe blospbere ln tbe cycllng
ot carbon, oygen ano water e.g. electronlc presentatlon, poster, speecb
x orawlng a labelleo olagram to sbow tbe components ot tbe carbon cycle e.g. use Google SketchUp or Artoge
x uslng grapblcal representatlons to oescrlbe reproouctlon ano patterns ot lnberltance
x lnvestlgatlng tbe oltterences between celestlal booles e.g. stars, planets, moons, black boles, comets, meteors
x presentlng a sclentltlc report ot an lnvestlgatlon lncluolng tbe bypotbesls lnvestlgateo, a clearly outllneo metboo,
all relevant observatlons ano oata, tborougb concluslons ano olscusslon
x juoglng tbe level ot uncertalnty ln observatlons ano measurements e.g. by uslng tbe varlatlon ln repeat
measurements to juoge tbe llkely accuracy ot tbe average measureo value
x communlcatlng loeas ano unoerstanolngs uslng sclentltlc termlnology correctly ano ln contet ano uslng
approprlate representatlons lncluolng grapbs, mooels ano symbols
x loentltylng oltterent approacbes to oeveloplng ano communlcatlng sclentltlc knowleoge or solvlng a sclentltlc
problem, lncluolng eamples ot correct ano lncorrect use ot sclentltlc language ln tbe mass meola
x uslng approprlate sclentltlc unlts e.g. ms
-1
, Newton
x reportlng olscusslons ano maklng epllclt llnks to sclentltlc tbeory
x loentltylng / oevlslng a systemlc solutlon to problems wltb envlronmental consequences
x retlectlng on tbe meanlng ot results ln terms ot tbe sclentltlc prlnclples ano tbe tbeory tbey bave learnt
x recognlslng some ot tbe oltterent ways tbat sclentlsts communlcate lntormatlon to eacb otber
x eplalnlng trenos, patterns or relatlonsblps ln oata ln ways conslstent wltb tbelr sclentltlc unoerstanolng
x orawlng concluslons tbat are conslstent wltb tbelr own oata or tbat ot otbers tbat aooress tbe lnltlal bypotbeses
ano eplalnlng tbe etent to wblcb tbelr concluslons support any preolctlons maoe ano enable turtber preolctlons
x eplalnlng wby tbey tblnk tbat tbelr eplanatlon ls tbe most llkely wbllst acknowleoglng otber posslble
lnterpretatlons ot tbelr oata
x uslng oata collecteo wltb a GPS ano approprlate G|S sottware to mark tbe posltlon ot tbelr sampllng sltes on a
map ot a waterway
96
Stanoaro tlvesclence as a booy ot knowleogeenergy ano torce
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&*1#)*$$%& !*./$&8'()*$$%& !*./$&8#8*$$%&
01$&:$1.7#'()&
'8&':C$"*3&#3&
6$*$)4#%$6&:,&
*1$&8')"$3&*1.*&
."*&'%&*1$4&

x lnvestlgate tbe ettect ot
several torces on tbe
motlon ano energy ot an
object

x use Newton's Laws to
eplaln tbe bebavlour ot a
varlety ot objects

x work wltb establlsbeo
sclentltlc laws ano
tbeorles to preolct tbe
bebavlour ot objects (e.g.
equatlons ot motlon)
lncluolng quantltatlve
calculatlons

>%$)/,&".%&:$&
*).%38$))$6&.%6&
*).%38')4$6
x recognlse tbat wben
energy ls transtormeo
ano transterreo lt ls also
conserveo
x eplore bow ano wby
tbe movement ot energy
(e.g. llgbt, souno) varles
accorolng to tbe meolum
tbrougb wblcb lt ls
transterreo

x sbow an unoerstanolng ot
relevant sclentltlc
concepts wben oescrlblng
energy transters ano
transtormatlons e.g.
klnetlc energy, potentlal
energy, electromagnetlc
spectrum, beat loss

x researcb, analyse ano
eplaln tbe energy
transters ano
transtormatlons tbat
occur ln some common
systems, commentlng on
tbelr slgnltlcance e.g.
buman booy, tbe Lartb,
tbe Unlverse, electrlclty
proouctlon, atoms

D(4.%3&(3$&
$%$)/,&.%6&*1#3&
).#3$3&$*1#".+&
.%6&
3(3*.#%.:#+#*,&
#33($3&

x researcb ano olscuss
some uses ano tbe
assoclateo aovantages
ano olsaovantages ot a
partlcular torm ot energy
e.g. nuclear power, X-
rays, mlcrowaves, byoro-
electrlclty

x researcb, analyse ano
argue tbe merlts ot
avallable energy sources
ano systems, consloerlng
lssues sucb as vlablllty,
cost, buman ano
envlronmental lmpact,
sustalnablllty

x analyse tbe lmpllcatlons
(tecbnologlcal, polltlcal,
soclal, economlc) ot
current ano llkely tuture
global energy oemano
(consloerlng energy
resources, energy
proouctlon ano energy
olstrlbutlon), lncluolng
commentlng on preterreo
tutures ano sustalnablllty


Poss|5|e |eorn|ng contexts
Drag!* Accloent?* Wbat are tbe lmpllcatlons ot our energy cbolces? Wbat ooes Newton oo tor you? Wbere ooes
your energy go? Sboulo Australla go nuclear? (* denotes L7AC |eorn|ng sequencej

Somp|e |eorn|ng oct|v|t|es
01$&:$1.7#'()&'8&':C$"*3&#3&6$*$)4#%$6&:,&*1$&8')"$3&*1.*&."*&'%&*1$4&
x orawlng ano eplalnlng torce olagrams tbat lllustrate tbe varlous torces tbat act on a movlng object e.g. a car ls
acteo on by torce oue to trlctlon, torce trom tbe englne, torce ot tbe roao pusblng on tbe car, torce ot tbe car on
tbe roao (welgbt / gravlty)
x lnvestlgatlng, olscusslng ano eplalnlng tbat, wblle trlctlon causes energy olsslpatlon, lt ls also essentlal tor some
torms ot motlon (e.g. walklng) ano tor many statlc sltuatlons (e.g. slttlng on a slope)
x researcblng coettlclents ot restltutlon tor varlous materlals ano oeslgnlng an actlvlty to lnvestlgate tbe ettects ot
tbe varylng coettlclents on bow oltterent types ot balls bounce, lncluolng at oltterent temperatures
x researcblng ano lnvestlgatlng tactors tbat may attect tbe lnjurles obtalneo ln a car crasb e.g. alr bags, crumpllng
bumper bars, speeo, weatber conoltlons
x olscusslng ano loentltylng appllcatlons ot Newton's 1
st
Law (objects remaln at rest or ln unltorm motlon unless a
torce acts) e.g. Wbat bappens to you wben a car turns suooenly? Wby can you pull a tableclotb out trom
unoerneatb tbe olsbes?
x lnvestlgatlng tbe relatlonsblp between mass ano torce ano acceleratlon (Newton's 2
no
Law) e.g. uslng a sprlng
balance to lltt objects ot oltterent masses tben plottlng l vs m ano loentltylng a stralgbt llne relatlonsblp ano tbe
acceleratlon, or use balls ot oltterent mass rolllng oown a ramp tben oetermlne acceleratlon ano plot o vs m
97
x loentltylng, olscusslng ano eplalnlng appllcatlons ot Newton's 3
ro
Law (to every actlon tbere ls an equal ano
opposlte reactlon) e.g. Wbat bappens lt you are slttlng on a computer cbalr wltb castors ano pusb someone wbo
ls slttlng on a slmllar cbalr? Wbat bappens to an astronaut tlgbtenlng tbe bolts on tbe space statlon?
x carrylng out lnvestlgatlons uslng rockets (e.g. balloon, water) ano eplalnlng tbe bebavlour / ettectlveness ot
oltterent rockets ln terms ot Newton's Laws
x loentltylng wbetber tbe quantltles tbey are worklng wltb are scalar or vector quantltles e.g. olstance /
olsplacement, mass / welgbt, speeo / veloclty
x uslng a motlon oetector ano oatalogger to recoro tbe motlon ot an object
x uslng tlcker tlmers ano trolleys to lnvestlgate tbe equatlons ot motlons s = ut + ot
2
, v = u + ot, v
2
= u
2
+ 2os
x applylng tbe equatlons ot motlon to sltuatlons tbat lnvolve slowlng oown (negatlve acceleratlon) ano talllng booles
(o = g = 9.8ms
-2
) e.g. oetermlnlng tbe acceleratlon oue to gravlty by oropplng balls trom oltterent belgbts, tlmlng
tbe lengtb ot tbe tall, grapblng s~t
2
, tlnolng tbe slope ot tbe llne ano ooubllng lt (grapblc calculators /sottware may
be usetul)
x watcblng cartoons sucb as oodrunner ano loentltylng events tbat mlsrepresent wbat woulo bappen ln tbe real
worlo e.g. roaorunner goes ott clltt ano contlnues ln stralgbt llne betore talllng, movement ot bouloers
x vlewlng a vloeo or settlng up an eperlmental oemonstratlon to sbow tbat objects releaseo at tbe same tlme tall
at tbe same rate (lgnorlng alr reslstance), regaroless ot tbelr lnltlal borlzontal veloclty
x use tbe Learnlng Feoeratlon object, Acce|erote, to eplore Newton's secono law ot motlon

>%$)/,&".%&:$&*).%38$))$6&.%6&*).%38')4$6&
x unoerstanolng tbe range ot tbe electromagnetlc spectrum ano some ot lts appllcatlons ano lmpacts e.g. use ot
sunscreen, meolcal use ot X-rays ano gamma rays, comparlson ot mlcrowaves tor cooklng wltb mlcrowaves tor
transmlsslon ot moblle pbone slgnals, bow tbe electromagnetlc spectrum ls oltterent trom souno
x vlsltlng a meolcal taclllty or lnvltlng a guest speaker tor tbe purpose ot learnlng about a practlcal appllcatlon ot
electromagnetlc raolatlon
x eplorlng tbe cbaracterlstlcs ot vlslble llgbt e.g. uslng a ray bo to lnvestlgate tbe transmlsslon, retlectlon ano
retractlon ot llgbt uslng varlous lenses, mlrrors ano prlsms, lnvestlgatlng total lnternal retlectlon ano olscusslng lts
slgnltlcance ln tlbre optlc cables, carrylng out lnvestlgatlons tbat oemonstrate tbe retractlon ot llgbt
x maklng a mooel eye ano lnvestlgatlng oetects tbat may occur ano bow to correct tbe lmage tbat ls proouceo
x eplorlng tbe operatlon ot varlous optlcal lnstruments (e.g. plnbole camera, mlcroscope, telescope), bullolng a
worklng mooel ano researcblng tbe lnstrument's blstorlcal oevelopment
x lnvestlgatlng beat by looklng at tbe ways ln wblcb oltterent materlals galn ano lose beat energy e.g. Does tea or
cottee cool taster? How ooes tbe type ot cup useo attect tbe coollng rate ot a bot orlnk?
x lnvestlgatlng tbe ettectlveness ot water as a beat absorblng meolum e.g. water can be beateo ln a paper cup, water
ls useo to treat burns, water bas a global role ln mooeratlng temperature
x olscusslng ano eplalnlng conservatlon ot energy tbrougb consloerlng tbe transter ano transtormatlon ot energy ln
systems sucb as trampollnes, tennls ano roller-coasters, uslng tormulae to equate potentlal ano klnetlc energy
x lnvestlgatlng bow a varlety ot muslcal lnstruments proouce souno ano bow players moolty tbe sounos tbat tbelr
lnstruments proouce
x oeslgnlng a recorolng stuolo or restaurant, consloerlng bow sounos wlll be retlecteo ano absorbeo
x lnvestlgatlng tbe roles ot components ln more aovanceo electrlcal clrcults e.g. olooes, relays, capacltors
x uslng Audoc|t, to eplore souno ano bow lt can be mooltleo electronlcally

D(4.%3&(3$&$%$)/,&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x researcblng, comlng to a consloereo oplnlon ano oebatlng wbetber Australla sboulo swltcb to nuclear power
x lnvestlgatlng some ways ln wblcb bumans meet tbelr energy neeos ln more remote areas e.g. use solar panels to
power outback pbones ano llgbtbouse beacons
x eplorlng soclal lssues ln energy use ano tbe ways tbat sclentlsts estlmate known ano posslble energy sources
x uslng |CT tor lntormatlon to lnvestlgate local, natlonal ano global energy resources, proouctlon ano neeos
x calculatlng tbe costs ano benetlts ot energy proouctlon tor olverse groups e.g. 0n whom does uron|um m|n|ng
|mpoct? 0n whom does 5u||d|ng o w|nd form or coo| f|red power stot|on or h,dro scheme |mpoct?
98
Stanoaro tlvesclence as a booy ot knowleogematter
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&*1#)*$$%& !*./$&8'()*$$%& !*./$&8#8*$$%&
01$&"1$4#".+&
.%6&<1,3#".+&
<)'<$)*#$3&'8&
4.*$)#.+3&.)$&
6$*$)4#%$6&
:,&*1$#)&
3*)("*()$
x use tbe partlcle mooel to
eplaln tbe propertles ot
materlals ano tbe cbanges
tbey unoergo
x loentlty tbat matter may
be composeo ot elements
or compounos

x unoerstano ano eplaln
tbat tamlllar cbemlcal
substances can be groupeo
lnto tamllles tbat bave
cbaracterlstlc cbemlcal
propertles e.g. aclos,
metals, byorocarbons

x unoerstano ano eplaln
tbat tbe way elements are
groupeo ln tbe Perloolc
Table glves lntormatlon
about tbelr structure ano
propertles, allowlng
preolctlons to be maoe

5.*$)#.+3&
)$."*&.%6&
"1.%/$&#%&.&
7.)#$*,&'8&
=.,3
x eplaln pbyslcal ano
cbemlcal cbanges ln terms
ot arrangement ano type
ot partlcle lnvolveo,
unoerstanolng tbat matter
ls not createo or
oestroyeo ln tbese
processes

x lnterpret tbe lntormatlon
contalneo ln cbemlcal
equatlons ano tormulae,
recognlslng some common
cbemlcal reactlons e.g.
aclo-base neutrallsatlon,
aclo + metal (to glve salt +
byorogen)
x use tbe lntormatlon
contalneo ln valency tables
to comment on tbe
cbanges tbat tbe atoms
bave unoergone ano to
wrlte tormulae tor lonlc
compounos
x wrlte ano balance cbemlcal
equatlons tor sltuatlons
tbey bave lnvestlgateo

D(4.%3&(3$&
4.*$)#.+3&.%6&
*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3&

x consloer ano olscuss some
ot tbe posslble buman ano
envlronmental lmpacts ot
lnoustrlal processes e.g.
pollutlon, energy
consumptlon

x researcb tbe tunctlons ano
use ot selecteo groups ot
cbemlcals, oescrlbe tbe
ettect ot tbese on people
ano tbe envlronment ano
consloer posslble
substltutes e.g. tluorloe,
CFCs, agrlcultural
cbemlcals, petrocbemlcals,
asbestos

x unoerstano tbat tbere ls a
varlety ot arguments tor
ano agalnst tbe proouctlon
ano use ot partlcular
materlals, lncluolng lssues
tbat relate to buman ano
envlronmental lmpact e.g.
tantalum oemano, 8bopal
gas splll


Poss|5|e |eorn|ng contexts
How ooes tbe zlnc get lnto zlnc cream?* Wby oo we bave tbe Perloolc Table? Wbat bappens as atoms ano molecules
collloe? Wbat bappens wben cbemlstry goes bao (e.g. 8bopal, Ok Teol)? (* denotes L7AC |eorn|ng sequencej

Somp|e |eorn|ng oct|v|t|es
!*)("*()$&.%6&<)'<$)*#$3&'8&4.*$)#.+3&
x lnvestlgatlng ano reportlng on tbe propertles ot materlals ln oroer to classlty substances lnto groups (e.g. metal /
non-metal, aclo / base, element / compouno) ano relatlng tbat classltlcatlon to tbelr cbemlcal structure
x uslng tbe partlcle mooel to eplaln states ot matter ano cbanges ot state e.g. by constructlng mooels ot varlous
molecules uslng commerclal mooel klts or tootbplcks ano polystyrene balls
x uslng tbe partlcle mooel to compare tbe pbyslcal propertles ot matter e.g. oraws olagrams sbowlng bow partlcles
are olstrlbuteo ln tbe tbree states ot water
x uslng tbe partlcle mooel to eplaln olttuslon between llqulos ano gases ano tbe oltterences between solutlons,
suspenslons ano collolos
x observlng pollen gralns unoer a mlcroscope to oemonstrate 8rownlan motlon ano bypotbeslslng as to wbat ls
causlng tbe motlon
x unoerstanolng bow tbe partlcle mooel can be useo to eplaln pbyslcal ano cbemlcal propertles ano cbange ot state
x sately conouctlng cbemlcal lnvestlgatlons, recorolng observatlons ano relatlng tbem to cbemlcal tormulae
x loentltylng tbe cbaracterlstlcs ot tbe oltterent groups tbat elst wltbln tbe Perloolc Table e.g. balogens, noble gases
x orawlng olagrams to sbow tbe structure ot an atom on tbe basls ot lts atomlc number
99
x lnvestlgatlng essentlal oll proouctlon, lncluolng tbe source ot tbe olls, bow tbey are etracteo ano wbat oltterent
olls bave ln common&

5.*$)#.+3&)$."*&.%6&"1.%/$&#%&.&7.)#$*,&'8&=.,3&
x wrltlng ano eplalnlng slmple cbemlcal equatlons
x carrylng out electrolysls ot water to oemonstrate tbat a compouno can be broken oown to elements
x carrylng out electroplatlng to oemonstrate tbat an element can be etracteo trom a solutlon
x lnvestlgatlng tbe evaporatlon rate ot a range ot pertumes, kept at oltterent temperatures, by measurlng cbanges ln
mass wltb tlme, ln oroer to oemonstrate tbe ettect ot temperature on partlcle movement
x recognlslng ano oescrlblng conoltlons tbat lntluence reactlons or cbange ln materlals e.g. pH, temperature, amount
ot eacb reactant
x lnvestlgatlng tbe rate ot reactlon ot a wbole Alka Seltzer tablet ln water, as compareo wltb a wbole grouno tablet
x lnvestlgatlng bow jelly sets oltterently wltb ano wltbout aooeo tresb plneapple to sbow tbe ettect ot an enzyme
x classltylng substances lnto groups on tbe basls ot tbelr reactlons wltb water, aclos ano alkalls e.g. reactlvlty serles
ot metals
x oeslgnlng ano conouctlng an lnvestlgatlon lnto tbe ettectlveness ot a varlety ot commerclal antaclos to learn bow
to oetermlne tbe volume ot an aclo tbat ls requlreo to neutrallse an antaclo
x uslng solublllty tables to oetermlne wbetber a preclpltate wlll torm ln a glven reactlon ano testlng tbelr preolctlon
x uslng cbemlcal tormulae ano equatlons to represent ano oescrlbe partlcular cbemlcal cbanges uslng symbols trom
tbe Perloolc Table e.g. lnvestlgatlng bow varlous lonlc compounos react ano wrltlng tormulae tor any new
prooucts tbat are tormeo
x loentltylng classes ot cbemlcal reactlons (e.g. oloatlon, aclo + metal) ano plannlng lnvestlgatlons to eplore tbelr
cbaracterlstlcs
x conouctlng slmple tltratlons, sucb as oetermlnlng tbe volume ot aclo requlreo to neutrallse a glven volume ot base,
wben worklng wltb slmple lnteger concentratlons e.g. How mucb 1M NaOH ls requlreo to neutrallse 50mL ot 2M
HCl?
x carrylng out a tltratlon to oetermlne tbe acetlc aclo content ot a varlety ot vlnegars
x carrylng out an lnvestlgatlon to loentlty unknown anlons ano catlons or conouctlng tlame tests to loentlty
unknowns
x vlsltlng a cbemlcal processlng plant, lnvestlgatlng tbe cbanges tbat occur trom raw materlal to tlnal proouct,
loentltylng bow tbe proouct ls useo ano any lssues lts use ralses
x uslng tbe Learnlng Feoeratlon object, Chem|co| reoct|ons, to lnvestlgate conservatlon ot atoms ano energy ln
cbemlcal reactlons

D(4.%3&(3$&4.*$)#.+3&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x carrylng out an lnvestlgatlon tbat oemonstrates tbe relatlve reactlvltles ot a range ot common metals ano llnklng
tbelr results to tbe common usage ot tbose metals
x crltlqulng ano oebatlng ways ot obtalnlng ano utlllslng materlals to reouce barmtul ettects on envlronments ano on
olverse soclal ano cultural groups
x lnvestlgatlng tbe costs ano benetlts to tbe envlronment ano olverse groups ln soclety ot obtalnlng ano
manutacturlng partlcular materlals
x lntervlewlng a boat bulloer about tbe use ot sacrltlclal metal on boats
x researcblng tbe llkely tuture avallablllty ot partlcular raw materlals, eplorlng ano consloerlng vlable alternatlves
ano wbetber tbelr use woulo be sustalnable e.g. alternatlve tuels, recycllng
x lnvestlgatlng tbe personal ano envlronmental satety ot partlcular bousebolo cbemlcals, bow tbey sboulo be storeo
ano posslble substltutes tbat may be more pbyslologlcally, soclally ano envlronmentally benlgn
x eplorlng carbon compounos ano tuels to learn about everyoay uses ot petrocbemlcals
x oebatlng an lssue, sucb as asbestosls or tluorloatlon, to become aware ot tbe ettects ot cbemlcals on our booles
x vlsltlng a local cbemlcal proouctlon plant ano collaboratlvely lnvestlgatlng bow cbemlcal reactlons are applleo ln
tbe etractlon ano mooltlcatlon ot materlals ano ln tbe syntbesls ot new materlals
x lnvestlgatlng ano crltlqulng new materlals / prooucts / tecbnologles ano appralslng ano reportlng on tbelr llkely
lmpact on tbemselves ano tuture generatlons
x collaboratlng wltb otbers to preolct tuture scenarlos tor cbemlcal lnoustrles, locally, natlonally or globally uslng
cbemlcal tormulae ano equatlons to represent ano oescrlbe partlcular cbemlcal cbanges
100
Stanoaro tlvesclence as a booy ot knowleogellvlng tblngs
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&*1#)*$$%& !*./$&8'()*$$%& !*./$&8#8*$$%&
01$&3*)("*()$&
.%6&
"1.)."*$)#3*#"3&
'8&+#7#%/&*1#%/3&
.88$"*&*1$#)&
:$1.7#'()&.%6&
8(%"*#'%#%/&

x eplore bow comple
organlsms oepeno on
lnteractlng booy systems
to meet tbelr neeos e.g.
relatlonsblp between tbe
clrculatory ano
resplratory systems

x lnvestlgate ano eplaln
tbe tactors tbat attect a
partlcular llte process e.g.
enzymes, bormones,
pbyslcal tactors ln tbe
envlronment

x lnvestlgate ano eplaln
bow ano wby tunctlonlng
ano bebavlour ot llvlng
tblngs cbanges ln
response to varlatlons ln
lnternal ano eternal
conoltlons e.g.
Alzbelmer's olsease,
Tasmanlan oevll taclal
tumour olsease, |vF
processes

2&6#7$)3$&).%/$&
'8&+#7#%/&*1#%/3&
1.7$&$7'+7$6&'%&
*1$&>.)*1&

x recognlse tbat lnberlteo
cbaracterlstlcs are tbe
result ot genetlc
lntormatlon (DNA) belng
passeo trom parent to
ottsprlng
x eamlne tbe tbeory ot
evolutlon by natural
selectlon to eplaln tbe
olverslty ot llvlng tblngs

x eplaln slmple patterns ot
lnberltance tbat operate
ln bumans ano otber llvlng
tblngs, lncluolng bow to
use tbem to preolct tbe
llkellbooo ot partlcular
cbaracterlstlcs ln ottsprlng

x lnvestlgate some
appllcatlons ano
lmpllcatlons ot genetlc
englneerlng

D(4.%3&
#%*$)."*&=#*1&
$"'3,3*$43;&
.%6&*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3&

x use sclentltlc concepts
ano mooels to eplaln tbe
lnteroepenoence ot
populatlons ot organlsms
ano tbe envlronment, ano
to preolct tbe
consequences ot cbanges
to an ecosystem e.g. use
slmulatlons ano consloer
matter ano energy tlow

x lnvestlgate tbe potentlal
long-term ettects ot
cbanges ln bloolverslty
e.g. urbanlsatlon, torestry,
tourlsm, blologlcal
control measures,
conservatlon, natural
olsaster

x researcb, crltlcally
eplore ano oevelop a
oetenslble posltlon about
a selecteo envlronmental
lssue attectlng Australla
e.g. olo growtb logglng,
Tasmanlan oevll taclal
tumour olsease, wballng


Poss|5|e |eorn|ng contexts
Wbo owns tbe sea? Wbat's tbe tuture tor Tasmanla's tlora ano tauna? Wbat's controlllng me? Wby are lslanos unlque?
How oo buman booy systems attect eacb otber? How ooes nature select tbe tlttest? How ooes DNA make you wbo
you are?

Somp|e |eorn|ng oct|v|t|es
01$&3*)("*()$&.%6&"1.)."*$)#3*#"3&'8&+#7#%/&*1#%/3&.88$"*&*1$#)&:$1.7#'()&.%6&8(%"*#'%#%/&
x loentltylng tbe cells tbat make up booy tlssues, tbe tlssues tbat make up organs ano tbe roles tbey play ln systems
e.g. researcblng ano presentlng an lnvestlgatlon about bealtb problems resultlng ln breakoown ot a system
component e.g. astbma, olabetes or cystlc tlbrosls
x wrltlng an essay or complllng a Mlcrosott PowerPo|nt presentatlon eplalnlng bow tbe lmpalreo tunctlon ot a
component ot a booy system attects tbe wbole organlsm
x bralnstormlng ano researcblng a range ot tactors (blologlcal / soclologlcal / tecbnologlcal / cultural) tbat mlgbt
contrlbute to olabetes, beart olsease ano otber common olseases ano / or olsabllltles ano loentltylng tbelr own
rlsk tactors ano assoclateo lltestyle cbolces
x eplalnlng some ot tbe mooes ot operatlon ot varlous tactors tbat attect buman wellbelng e.g. enzyme systems,
bormonal control
101
x researcblng, oeslgnlng ano conouctlng an lnvestlgatlon lnto tbe ettects ot llgbt ano / or temperature ano / or
carbon ololoe levels on tbe rate ot pbotosyntbesls as lnolcateo by plant growtb rates
x researcblng tbe blstorlcal oevelopment ot unoerstanolng ot cells ano pbyslologlcal systems, reportlng on tbe
contrlbutlons ot past ano present sclentlsts ln tbat area ano oebatlng tuture posslbllltles sucb as gene tecbnologles
x eplorlng tbe access tbat bumans ln oltterent parts ot tbe globe bave to meolcal tecbnologles ano crltlcally
evaluatlng tbe lssues surrounolng tbls e.g. tbe role ot lmmunology across lnternatlonal bounoarles ano tbe etblcs
ot access ano cbolce

2&6#7$)3$&).%/$&'8&+#7#%/&*1#%/3&1.7$&$7'+7$6&'%&*1$&>.)*1&
x lnvestlgatlng ano oescrlblng patterns ln tbe varlablllty ot a pbyslcal teature touno wltbln a specles ano bow lt may
attect tbe specles' survlval e.g. teatber colour ln buogerlgars
x researcblng ano reportlng on tbe way oomestlcateo anlmals ano plants bave cbangeo tor buman purposes tbrougb
selectlve breeolng e.g. oltterent breeos ot sbeep, cattle, apples
x lnvestlgatlng tbe structure ot DNA, bow DNA ls passeo trom parent to ottsprlng ano bow tbe manlpulatlon ot
DNA can result ln altereo specles&
x uslng tbe tbeory ot evolutlon by natural selectlon to eplaln tbe olverslty ot llte on eartb
x lnvestlgatlng tbe evloence ln support ot a tbeory ot evolutlon, lncluolng comparatlve embryologlcal stuoles, tossll
recoros, genetlcs ano DNA tecbnology
x researcblng ano analyslng bow aspects ot an organlsm's bebavlour (e.g. courtsblp, aggresslon, response to llgbt) or
a pbyslcal teature (e.g. opposable tbumb ln bumans ano apes, surtace or taproots ln plants) may enbance lts
cbance ot survlval
x applylng tbeorles ot genetlcs ano monobybrlo crosses to unoerstano patterns ot lnberltance e.g. lnterpretlng
peolgrees, growlng 'tast plants', uslng slmulatlon sottware
x uslng slmulatlon sottware to preolct tbe outcome ot monobybrlo crosses ln organlsms, loentltylng botb recesslve
ano oomlnant cbaracterlstlcs
x eamlnlng tbe peolgrees ot organlsms (e.g. peas, corn, roses, cattle, sbeep, borses) maklng lnterences about
recesslve ano oomlnant cbaracterlstlcs ano comparlng tbe lnberltance ot cbaracterlstlcs ln seual ano aseual
reproouctlon
x researcblng ano oebatlng tbe etblcs ot appllcatlons ot gene tecbnology to oevelop organlsms wltb oeslreo
cbaracterlstlcs e.g. oeslgner bables, buman organs trom plgs, oaugbterless carp
x lnvestlgatlng ano reportlng on tbe potentlal ot oevelopment ot new stralns ot plants ano anlmals tbrougb artltlclal
selectlon or genetlc mooltlcatlon e.g. cattle, tlowers, tooo crops, cotton
x unoerstanolng ot tbe manner ln wblcb a new cbaracterlstlc or a new specles mlgbt bave arlsen

D(4.%3&#%*$)."*&=#*1&$"'3,3*$43;&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3&
x analyslng relatlonsblps ln local envlronments tor prooucers, consumers ano oecomposers, organlslng tbe
lntormatlon lnto tooo webs ano olscusslng tbe role tbe varlous organlsms play ln carbon, oygen ano water cycles
e.g. use lnsp|rot|on
x applylng lntormatlon trom a tooo web to a varlety ot scenarlos e.g. babltat oestructlon, buntlng, teral anlmals
x researcblng ano eplalnlng bow organlsms survlve ln speclal envlronments (e.g. very salty or very ory),
lncorporatlng eplanatlons ot pbyslologlcal ano bebavloural tactors
x loentltylng nlcbe-sbarlng lltestyles ot organlsms (e.g. tbe symblosls ot moulo ano tungus ln llcben, parasltlsm ot
tapeworms on anlmals, mlstletoe blros) outllnlng tbe roles ot eacb specles ano tbe llkely lmpact ot eltber specles
olsappearlng
x researcblng ano eplalnlng wby Australla bas a unlque tlora ano tauna
x researcblng ano oebatlng lssues assoclateo wltb specles olverslty, lncluolng contemporary rates ot specles loss ano
buman use ot natural envlronments
x lnvestlgatlng ano evaluatlng tbe lmpact tbat tbe use ot DDT bao on bumans ano otber llvlng tblngs
x lnvestlgatlng enzyme actlvlty by oeslgnlng ano carrylng out controlleo eperlments ano relatlng tbe results
x crltlcally analyslng buman ecosystem lnterventlon ano proposlng ecologlcally sustalnable alternatlves e.g. Murray
Rlver, olo growtb logglng
x olscusslng tbe benetlts ano any lssues assoclateo wltb a local prlmary lnoustry e.g. popples, salmon, truttles,
sattron, wlne, oalry, canola

102
Stanoaro tlvesclence as a booy ot knowleogeeartb ano space
Students shou|d 5e prov|ded w|th |eorn|ng opportun|t|es thot deve|op the|r o5|||t, to:
5.#%&#6$.& !*./$&*1#)*$$%& !*./$&8'()*$$%& !*./$&8#8*$$%&
>.)*1&.%6&
3<."$&1.7$&
"1.)."*$)#3*#"&
8$.*()$3&.%6&
<.**$)%3&'8&
."*#7#*,
x eplore sclentltlc tbeorles
ot tbe orlgln ot tbe
unlverse

x oescrlbe some ways ln
wblcb patterns ot actlvlty
tbat bave, or are llkely to,
occur on Lartb ano ln
space may lmpact on llvlng
tblngs e.g. solar tlares,
volcanlc lslanos, break up
ot Gonowana / Pangaea

x use sclentltlc tbeorles ano
loeas to eplaln past,
present ano posslble
tuture teatures ano events
on Lartb ano ln space e.g.
mlneral olstrlbutlon,
patterns ot volcanlc
actlvlty

>.)*1&.%6&
3<."$&3,3*$43&
"'%*#%($&*'&
:$&31.<$6&:,&
*1$&"1.%/$3&
*1$,&
$A<$)#$%"$
x use tbe tbeory ot plate
tectonlcs to eplaln global
patterns ot geologlcal
actlvlty

x lnvestlgate ano oescrlbe
tbe sequence ano
cbaracterlstlcs ot major
events ln tbe Lartb's past
e.g. plate tectonlcs, CO
2

cbanges, specles
olsappearance, early
bumans

x analyse ano evaluate tbe
evloence tor past, present
ano preolcteo tuture
cbanges to tbe Lartb ano
space, ano consloer tbe
posslble lmpllcatlons e.g.
global warmlng, oeatb ot
our sun
D(4.%3&(3$&
*1$&>.)*1&.%6&
*1#3&).#3$3&
$*1#".+&.%6&
3(3*.#%.:#+#*,&
#33($3
x consloer tbe
consequences ot cbanges
to tbe atmospbere (e.g.
global warmlng, bole ln tbe
ozone layer) resultlng
trom natural ano buman
actlvltles

x researcb, analyse ano
argue tbe merlts ot buman
use ot Lartb ano space
resources, consloerlng
lssues sucb as vlablllty,
cost, buman ano
envlronmental lmpact,
sustalnablllty e.g. tossll
tuels, space travel,
|nternatlonal Space Statlon

x analyse tbe lmpllcatlons
(envlronmental, polltlcal,
soclal, economlc) ot
current ano llkely tuture
use ot resources trom
Lartb ano space,
consloerlng multlple
perspectlves e.g. sano
mlnlng, energy sources,
colonlslng otber planets


Poss|5|e |eorn|ng contexts
8usbtlre?* Wbat are tbe benetlts ot tunolng space eploratlon? Wbere olo tbe elements come trom ano wbere oo tbey
go? Wbat bappens wben contlnental plates collloe? How long wlll tbe Lartb survlve as we know lt? Wbat ls tbe tuture
ot Antarctlca? Wbat are tbe most lmportant sclentltlc tbeorles ano loeas? (* denotes L7AC |eorn|ng sequencej

Somp|e |eorn|ng oct|v|t|es
>.)*1&.%6&3<."$&1.7$&"1.)."*$)#3*#"&8$.*()$3&.%6&<.**$)%3&'8&."*#7#*,&
x olscusslng sclentltlc tbeorles on tbe orlgln ot tbe unlverse e.g. blg bang, steaoy state
x researcblng, loentltylng ano eplalnlng some ot tbe ways ln wblcb sclentlsts collect lntormatlon about past ano
olstant events e.g. specles etlnctlons, blrtb ot a star
x researcblng ano reportlng on astronomlcal teatures e.g. nebulas, varlous stars, pulsars, supernovas ano quasars
x lnvestlgatlng ano analyslng astronomlcal teatures ano cbanges seen trom tbe Lartb ano olscusslng tbe ways
sclentlsts eamlne ano eplaln tbem
x classltylng rocks ano lanotorms accorolng to tbelr tormatlon ln geologlcal blstory ln oroer to lnvestlgate tbe orlgln
ano structure ot tbe cbanglng Lartb
x lnvestlgatlng varlous types ano orblts ot satellltes ano space probes e.g. researcbes tbe types, uses ano orblts
x selectlng ano uslng lntormatlon obtalneo trom tbe use ot satellltes, telescopes, space probes ano otber space cratt
to oevelop tbelr unoerstanolng ot astronomlcal teatures ano events

>.)*1&.%6&3<."$&3,3*$43&"'%*#%($&*'&:$&31.<$6&:,&*1$&"1.%/$3&*1$,&$A<$)#$%"$&
x eplorlng tbe tbeory ot plate tectonlcs tbrougb mooelllng ano slmulatlon sottware ano evaluatlng ano reportlng on
tbe evloence tbat supports tbls loeas
103
x eamlnlng contlnental outllnes to lnvestlgate bow Gonowana ano Pangaea may bave tltteo togetber
x comparlng tlora ano tauna ln contlnents tbat were once jolneo
x eplorlng ways ln wblcb materlals sucb as mlnerals, water ano gases are cycleo ano transtormeo over tlme
x consloerlng tbe events tbat may bave leo to tbe tbylaclne ano Tasmanlan oevll belng contlneo to ano survlvlng ln
Tasmanla
x lnvestlgatlng ano eplalnlng wby marsuplals are touno only ln Australasla ano Soutb Amerlca
x uslng oata about eartbquake eplcentres to locate Lartb's crustal plates on a map
x uslng tbe Learnlng Feoeratlon object, 7ecton|c 5oundor|es, to eplore plate tectonlcs.

D(4.%3&(3$&*1$&>.)*1&.%6&*1#3&).#3$3&$*1#".+&.%6&3(3*.#%.:#+#*,&#33($3
x researcblng ano olscusslng tbe llnks between oepletlon ot tbe ozone layer, buman use ot gaseous prooucts ano tbe
lncloence ot skln cancer ln Australla
x uslng slmulatlons to eamlne tbe probable ano preterreo lmpact ot greenbouse gas emlsslons on envlronments
ano tuture generatlons e.g. use greenbouse calculators to eamlne tbe ettectlveness ot lltestyle cbange
x vlewlng tbe tllm An |nconven|ent truth ano analyslng ano commentlng on lts message ano gatberlng lntormatlon trom
aooltlonal sources
x consloerlng tbe lmpllcatlons tor a local area ot some ot tbe preolctlons about long-term cllmate cbange e.g. sea
level rlse, temperature cbanges ln wlne growlng reglons
x researcblng tbe ettects on llte ot tossll tuel combustlon
x loentltylng uses ot sclence ano tecbnology ln managlng natural envlronments e.g. satelllte lmagery, selsmograpby
x researcblng, evaluatlng, oeveloplng ano eplalnlng a personal posltlon on an lssue relatlng to Lartb sclence,
sbowlng an awareness ot a number ot oltterent stakeboloer groups e.g. water use trom tbe Murray Rlver system,
etenolng uranlum mlnlng ln Kakaou, oevelopment ot a new mlne ln Tasmanla, oll spllls, CO
2
sequestratlon
x lnvestlgatlng tarmlng processes, lncluolng past lano use practlces, ano tbelr ettect on avallable arable lano ln a glven
reglon ano oeveloplng a pollcy statement, meola artlcle or presentatlon e.g. use ot tertlllsers, lano clearlng
x loentltylng key lssues ano puttlng questlons to an epert on an Lartb sclence lssue e.g. rlslng sallnlty levels, lmpact
ot a proposeo pulp mlll on alr ano water quallty ln tbe local area
x wrltlng tutures scenarlos, tor partlcular auolences, tbat loentlty posslble tuture uses ot Lartb resources ano tbelr
substltutes ano tbe assoclateo soclal costs ano benetlts tor several oltterent groups ot people
x researcblng tbe avallablllty ot resources on tbe Antarctlc contlnent ano sustalnablllty ot tbelr current ano posslble
tuture use e.g. mlnlng, ecotourlsm, towlng lcebergs tor water
x lnvestlgatlng ano consloerlng tbe evloence tor tbe argument tbat buman actlvlty ls responslble tor lncreaseo
numbers ot etreme weatber events e.g. tsunaml, cyclones, el Nlno events
x oebatlng tbe value ot space eploratlon, lncluolng consloerlng tbe sclentltlc ano polltlcal motlvatlons beblno lt
x analyslng tbe requlrements tor colonlslng anotber planet e.g. by wrltlng a reallstlc story about llvlng on a tuturlstlc
space statlon, taklng lnto account some ot tbe tecbnologles tbat woulo make tbat posslble, sucb as mlnlaturlsatlon,
solar cells, ceramlcs, lnsulatlon, tooo preservatlon ano llte support
x oebatlng tbe moral ano etblcal lssues ot space travel ano consloerlng oeslrable tuture olrectlons e.g. buman versus
robot eploratlon
x researcblng tbe relatlonsblp between tecbnologlcal aovances ano space eploratlon ano tbe posltlve ano negatlve
lmpacts ot tbose tecbnologles
x analyslng tbe lmpllcatlons ot buman geologlcal-relateo actlvlty (e.g. mlnlng eploratlon, etractlon ano
transportatlon) on communltles ot bumans ano on natural envlronments, tocuslng on wbo galns ano loses ln sucb
actlvltles e.g. tbe reasons tor ano tbe ettects ot lncreaseo tantalum oemano
x olscusslng bow tbe use ot Lartb's resources (e.g. water, lano) ls attecteo by competlng lnterest groups e.g. mlners,
lnoustry, tarmers, recreatlonal users, lnolgenous peoples







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129
Glossary ot terms:
Tbe terms lncluoeo bere largely reter to tbe sclentltlc lnqulry process. A sclentltlc olctlonary or tet wlll
provloe oetlnltlon ot sclence knowleoge terms.
2"*&)$3<'%3#:+,& Act to acbleve a posltlve outcome tor communltles ano tbe envlronment.
E+.33#8#".*#'%& Systems tbat sclentlsts use to organlse tbe worlo, grouplng tblngs tbat look or bebave
slmllarly togetber.
E+.33#8,& Analyse tbe propertles ot objects or events ln oroer to oetermlne tbe group tbey
belong to.
E'%"+(3#'%& Summary ot wbat tbe oata collecteo ln an lnvestlgatlon sboweo.
E'%3#6$)& Tblnks about caretully, taklng all avallable lntormatlon lnto account.
E'%*)'+&/)'(<& A group useo tor comparlson ln a sclentltlc lnvestlgatlon. Tbe control group ls as
loentlcal to tbe eperlmental group as posslble but ooes not recelve tbe treatment
tbat ls belng useo on tbe eperlmental group e.g. ln an lnvestlgatlon lnto tbe ettect ot
tertlllser on plant growtb, tbe eperlmental group woulo recelve tbe tertlllser, tbe
control group woulo not.
F.*.& |ntormatlon tbat ls collecteo ourlng an lnvestlgatlon ano useo as tbe basls tor orawlng
concluslons.
F$<$%6$%*&
7.)#.:+$&&
Tbe varlable tbat ls not unoer tbe lnvestlgator's control but ls one tbat tbey measure
e.g. ln an lnvestlgatlon looklng at tbe ettect ot tertlllser on plant growtb, tbe amount
ot growtb woulo oepeno on tbe amount ot tertlllser tbat was aooeo. Tberetore,
growtb ls tbe oepenoent varlable ano tbe amount ot tertlllser ls tbe lnoepenoent
varlable.
F$3")#:$& Talk, wrlte about or represent plctorlally.
F#3"(33& Consloer tbe ettect or slgnltlcance ot taklng oltterent aspects lnto consloeratlon.
>7.+(.*$& Lamlne ano analyse sometblng crltlcally to loentlty tbe relatlonsblps between tbe
parts.
>A<$)#4$%*& A sclentltlc test to collect lntormatlon to use as evloence ln oeveloplng an
eplanatlon.
>A<+.#%& Descrlbe ano lnterpret an occurrence, provlolng sequences ot events ano / or causes.
G.#)&0$3*& An eperlment wbere all conoltlons are kept constant ecept tor tbe one varlable
tbat ls belng testeo e.g. ln an eperlment to test lt llgbt ls neeoeo tor plant growtb,
eposure to llgbt woulo be tbe lnoepenoent varlable wbereas tactors sucb as tbe type
ot plants, access to water ano soll, tbe lnltlal slze ot tbe plants ano tbe temperature ot
tbe area woulo neeo to be kept constant to make tbe test talr.
G#%6#%/3& |ntormatlon galneo or concluslons orawn as a result ot lnvestlgatlons.
G(*()$3&=1$$+& A grapblc organlser tbat asslsts ln preolctlng consequences ot an actlon. Tbls grapblc
organlser places a tuture event ln a clrcle ln tbe centre ot a oocument. Consequences
trom tbls tlrst event are placeo ln a secono rlng ot clrcles, tben a tblro, ano so on.
Tbe tutures wbeel loentltles epanolng consequences.
H(#6$6&I*$."1$)&
#%#*#.*$6J&
K%9(#),&
An lnqulry wbere tbe teacber poses tbe questlon tbat stuoents are to lnvestlgate but
ooes not speclty tbe metboos to be useo (altbougb tbey may speclty llmltatlons on
materlals tbat can be useo).
D,<'*1$3#3& An bypotbesls ls a tentatlve statement tbat proposes a posslble eplanatlon tor some
pbenomenon or event. An bypotbesls must be testable ano better bypotbeses allow
preolctlons to be maoe about tuture events e.g. plants grow taller wben tbey are
glven tertlllser.

130
K%6$<$%6$%*&
7.)#.:+$&&
&
Tbe manlpulateo varlable tbe one tbat ls unoer tbe control ot tbe lnvestlgator tbat
tbey oellberately cbange e.g. ln an lnvestlgatlon looklng at tbe ettect ot tertlllser on
plant growtb, tbe amount ot growtb woulo oepeno on tbe amount ot tertlllser tbat
was aooeo. Tberetore, growtb ls tbe oepenoent varlable ano tbe amount ot tertlllser
ls tbe lnoepenoent varlable.
K%8$)$%"$& Sometblng tbat ls assumeo trom tbe evloence, ratber tban olrectly observeo.
K%7$3*#/.*#'%& A stuoy tbat systematlcally collects lntormatlon / oata.
-.=& A sclentltlc law generallses observatlons about an aspect ot tbe worlo. Tbere are no
known eceptlons to laws at tbe tlme tbat tbey are maoe. Sclentltlc laws preolct
bebavlour but tbey oo not eplaln wby lt occurs e.g. Law ot gravlty, Laws ot motlon.
5'6$+& An approlmate representatlon ot an object or process tbat serves to eplaln a
pbyslcal pbenomenon. May be pbyslcal or a computer slmulatlon.
L:3$)7.*#'%& |ntormatlon gatbereo trom tlrst-bano eperlence ot tbe propertles ot an object or
event, uslng tbe senses ano /or sclentltlc equlpment.
L<$%&I')&
3*(6$%*&
#%#*#.*$6J&
#%9(#),&
An lnqulry ln wblcb tbe stuoent poses tbe questlon to be lnvestlgateo ano selects tbe
metboos tbat wlll be useo.
@'3$&9($3*#'%3& Formulate questlons tbat wlll guloe lnvestlgatlons ano researcb.
@)$6#"*#'%& A torecast ot wbat wlll bappen ln a partlcular sltuatlon.
M$"')6& Commlt lntormatlon to a permanent torm tor tuture reterence e.g. wrlte,
pbotograpb, oraw, vloeo.
M$8+$"*&'%& Consloer bow ettectlve a process was.
M$<')*& Tell otbers about tlnolngs ano unoerstanolngs e.g. wrltlng, oral presentatlon, poster,
role-play, PowerPolnt presentatlon.
M$3$.)"1& Collect ano analyse tacts ano lntormatlon.
!"#$%"$& Knowleoge galneo tbrougb tbe process ot uslng systematlc lnqulry to make
observatlons ano conouct lnvestlgatlons.
!"#$%*#8#"&
#%9(#),&
&
Tbe process tbat sclentlsts use to stuoy tbe worlo. |t lnvolves wonoerlng wby ano
asklng questlons, tormulatlng bypotbeses, actlvely carrylng out an lnvestlgatlon,
lncluolng collectlng ano recorolng lntormatlon, analyslng ano crltlcally evaluatlng tbe
oata collecteo (lncluolng comparlng results wltb tbose ot otbers), orawlng
concluslons, retlectlng on tbe lmpllcatlons ot tbe tlnolngs ano communlcatlng tbe
tlnolngs.
!"#$%*#8#"&
+#*$).",&
Tbe knowleoge ano unoerstanolng ot sclentltlc concepts ano processes requlreo tor
personal oeclslon maklng, lntormeo partlclpatlon ln clvlc ano cultural attalrs ano
economlc proouctlvlty.
!"#$%*#8#"&
4$*1'6&&
&
A systematlc approacb tbat generally lnvolves tormulatlng an bypotbesls on tbe basls
ot observatlons, testlng tbe bypotbesls, repllcatlng tbe test ano communlcatlng tbe
results to otbers .
!"#$%*#8#"&)$<')*& A report tbat mlmlcs tbose tbat are presenteo ln acaoemlc sclentltlc journals,
lncluolng beaolngs sucb as |ntroouctlon (or Alm), Metboo, Results, Dlscusslon,
Concluslon, Reterences.
!*)("*()$6&
#%9(#),&
An lnqulry ln wblcb tbe teacber poses tbe questlon tbe stuoents are to lnvestlgate
ano specltles tbe metboos ano materlals to be useo, ano otten tbe metboo ot
recorolng results.
!()7$,& A process tbat collects sample oplnlons, tacts or tlgures ln oroer to estlmate tbe
overall sltuatlon.
131
!(3*.#%.:#+#*,& Meetlng tbe neeos ot tbe present generatlon wltbout compromlslng tbe ablllty ot
tuture generatlons to meet tbelr own neeos.
!,3*$43& A comblnatlon ot lnterconnecteo ano lnteroepenoent tblngs or parts tormlng a
comple wbole. A system may bave propertles not belonglng to tbe lnolvloual parts.
|t may be natural or constructeo (e.g. ecosystem, polltlcal system, solar system, booy
system). Systems tblnklng lnvolves looklng at events as components ot a larger
plcture ano consloerlng tbe lnteractlons tbat occur.
0$"1%'+'/,& Appllcatlon ot sclentltlc knowleoge to solve practlcal problems ano / or make new
lnventlons.
0$3*& Collect evloence about bow sometblng stanos up to scrutlny e.g. Does an bypotbesls
eplaln observatlons tbat are maoe? Does an object always bebave ln tbe way tbat ls
preolcteo?
01$'),&&
&
Sclentltlcally, a tbeory ls sometblng tbat ls accepteo because tbere ls a lot ot
accumulateo evloence to support lt. An bypotbesls becomes a tbeory atter lt bas
been testeo many tlmes or ls supporteo by many observatlons. |mportant sclentltlc
tbeorles lncluoe tbe Tbeory ot evolutlon by natural selectlon, Atomlc tbeory ano tbe
Tbeory ot relatlvlty.
01'(/1*&
$A<$)#4$%*&
Lperlments conoucteo wltbln tbe lmaglnatlon to belp unoerstano tbe way tblngs are
e.g. Llnsteln's tbougbt eperlments on cbaslng a llgbt beam.
N%6$)3*.%6& 8e able to make meanlng ot, eplaln ano apply ln new sltuatlons.
O.)#.:+$& Sometblng tbat ls llkely to vary, sometblng tbat ls subject to varlatlon e.g. `the weother
|s one vor|o5|e to 5e cons|dered'
132
!"#$%"$&*$."1#%/&.%6&+$.)%#%/&)$3'()"$3&
|t ls epecteo tbat most scbools wlll bave a varlety ot resources avallable to support sclence teacblng.
Lcept tor pollcy oocuments, tbe tollowlng tets are clteo as eamples only. Wblle tbe llst ls separateo lnto
prlmary ano seconoary categorles, ln reallty tbe sultablllty ot partlcular materlals ls oepenoent on stuoent
ablllty ano llteracy levels.
0.34.%#.%&.%6&%.*#'%.+&3"#$%"$&$6(".*#'%&)$+.*$6&6'"(4$%*3&
Currlculum Corporatlon, 2006. Stotement of Leorn|ng for Sc|ence. Currlculum Corporatlon
bttp://www.mceetya.eou.au/verve/_resources/Sclence_SOL06.pot [accesseo 11 [une 2007]
e-Centre tor teacbers
bttp://www.ecentre.eoucatlon.tas.gov.au [accesseo 6 October 2007]. Numerous sclence reterences, work
samples, websltes ano learnlng objects are avallable trom tbe slte by searcblng tor sclence or by a retlneo
searcb. Searcb ln tbe Resource Centre sectlon to tlno all tbe Learnlng Feoeratlon objects ano LTAG
learnlng sequences.
Not|ono| Lnv|ronmento| Lducot|on Stotement for Austro||on Schoo|s
bttp://www.envlronment.gov.au/eoucatlon/publlcatlons/sustalnable-tuture.btml#oownloao [accesseo 30
September 2007]. Lducot|ng for o Susto|no5|e luture provloes a natlonally agreeo oescrlptlon ot
envlronmental eoucatlon tor sustalnablllty.
Department ot Loucatlon, Communlty ano Cultural Development, Tasmanla. (1996). Cu|de||nes for the Core
ond Use of An|mo|s |n 7osmon|on Schoo|s. Tasmanla: Tasmanla, Department ot Loucatlon, Communlty ano
Cultural Development. To be revlseo. bttp://resources.eoucatlon.tas.gov.au/ltem/eores/t1eetb48-099e-
6o52-95b6-2ttcto9ba812/1/Guloellnes1996.ooc [accesseo 6 October 2007]
Tasmanla, Department ot Loucatlon. (2003). Chem|co| Monogement. Department ot Loucatlon&&
bttps://statt.eoucatlon.tas.gov.au/br/obs/work_practlces_ano_cbeck_llsts/cbemlcal [accesseo 6 October
2007]
Tbe Learnlng, Teacblng ano Assessment Guloe (LTAG)
bttp://www.ltag.eoucatlon.tas.gov.au/ [accesseo 3 October 2007]
Tbls slte contalns a large amount ot peoagoglcal lntormatlon. Sclence learnlng sequences can be accesseo
trom tbe tollowlng page: http:llwww.|tog.educot|on.tos.gov.oulp|onn|nglun|tsomp|esl|sprevv|ew.htm [accesseo 6
October 2007]
@$6./'/,&P&/$%$).+&
8ennett, 8. & Rolbelser, C. (2001) 8e,ond Monet: the ortfu| sc|ence of |nstruct|ono| |ntegrot|on. 8ookatlon,
Toronto. |S8N: 0969538839.
8ennett, 8., Rolbelser, C. & Stevabn, L. (1992) Cooperot|ve |eorn|ng: where heort meets m|nd. Loucatlonal
Connectlons, Toronto. |S8N: 0969538804
8lytbe, T. & Assoclates. (1998) 7he teoch|ng for understond|ng gu|de. [ossey-8ass, San Franclsco. |S8N:
0787909939
Larl, L.M. (2003). Assessment os |eorn|ng. Corwln Press, Calltornla. |S8N: 0761946268
Lrlckson, H. Lynn. (2001) St|rr|ng the heod, heort ond sou|. (2
no
eo.) Corwln Press, Calltornla. |S8N:
080396885X
Lrlckson, H. Lynn. (2002) Concept-5osed curr|cu|um ond |nstruct|on. Corwln Press, Calltornla. |S8N:
0761946403
Wlgglns, G. ano McTlgbe, [. (2005) Understond|ng 5, des|gn. (2
no
eo.) Hawker 8rownlow Loucatlon,
Heatberton, vlc. |S8N: 9781741016932, 1741016932 (paperback)
133
!"#$%"$&*$."1#%/&&
Sclentltlc lnqulry ano teacblng
Cotbron, [., Glese, R. & Rezba, R. (2000). Students ond reseorch. |owa, Kenoall/Hunt Publlsblng Company.
|S8N: 0787261947. |ntroouces eperlmental oeslgn ano oata analysls, lncluolng some lntroouctory statlstlcs.
Flnkelsteln, A. (2002). Sc|ence |s go|den. Mlcblgan State Unlverslty Press, Last Lanslng. |S8N: 087013566X.
Dlscusses ways to lmplement an lnqulry baseo problem solvlng approacb to sclence eoucatlon ln prlmary
years.
Hassaro, [. (2000). Sc|ence os |nqu|r,. Gooo Year 8ooks, New [ersey. |S8N 0673577317. |oeas, strategles ano
approacbes tor teacblng mloole scbool sclence.
[orgenson, O., Clevelano, [. & vanosoall, R. (2004). uo|ng good sc|ence |n m|dd|e schoo|. NSTA Press, vlrglnla.
|S8N: 0873552326. Dlscusses bow ano wby to lmplement lnqulry baseo lnstructlon.
Kelsey, K. & Steel, A. (2001). 7he truth o5out sc|ence. NSTA Press, vlrglnla. |S8N: 0873551982. Deslgneo as
a 40 oay unlt to sbow mloole scbool stuoents bow sclentlsts work.
Lang, [. (2007). How to succeed w|th educot|on for susto|no5|||t,. Currlculum Corporatlon, vlctorla. |S8N:
9781863666893. Descrlbes bow to establlsb a successtul sustalnable scbool, lncluolng currlculum llnks ano
partnersblps.
Llewellyn, D. (2002). lnqu|re w|th|n. Corwln Press, Calltornla. |S8N: 0761977457. Practlcal suggestlons on
bow to lmplement lnqulry.
Llewellyn, D. (2005). 7eoch|ng h|gh schoo| sc|ence through |nqu|r,. Corwln Press, |nc ano NSTA Press,
Calltornla. |S8N: 0761939385. Looks at enbanclng learnlng tbrougb lnqulry.
Natlonal Researcb Councll. (2000). lnqu|r, ond the Not|ono| Sc|ence Lducot|on Stondords A Cu|de for 7eoch|ng
ond Leorn|ng. Natlonal Acaoemy Press, Wasblngton D.C. |S8N: 0309064767. How ano wby to teacb sclence
by lnqulry.
Natlonal Sclence Teacbers Assoclatlon (NSTA) journals
Tbe US NSTA journals Sc|ence ond ch||dren (prlmary) ano 7he Sc|ence teacber (seconoary) are avallable at
tbe Department ot Loucatlon Llbrary ano |ntormatlon Centre (DLL|C). Contact DLL|C
(llc.query@eoucatlon.tas.gov.au) to galn electronlc access. Tbe journals contaln numerous artlcles ano loeas
oescrlblng bow teacbers lntroouceo partlcular sclence concepts ln tbelr classrooms, many uslng an lnqulry
approacb.
Pearce, C. R., (1999). Nurtur|ng |nqu|r,. Helnemann, Portsmoutb. |S8N: 0325001359. How one teacber
lmplements sclentltlc lnqulry ln bls prlmary classroom.
Skamp, K. (Lo.). (2004). 7eoch|ng pr|mor, sc|ence construct|ve|,. Tbomson, vlctorla. |S8N: 0170111679. An
unoergraouate tet oeslgneo to enable teacbers to belp tbelr stuoents unoerstano bow tbe worlo works
trom a prlmary perspectlve.
venvllle, G., & Dawson, v. (2004). 7he ort of teoch|ng sc|ence. Allen ano Unwln, New Soutb Wales. |S8N:
1741142172. A collectlon ot papers on oltterent aspects ot sclence teacblng.
venvllle, G., & Dawson, v. (2007). 7he ort of teoch|ng pr|mor, sc|ence. Allen ano Unwln, New Soutb Wales.
|S8N: 9781741752892. A collectlon ot papers on oltterent aspects ot prlmary sclence teacblng.

134
Sclence as a booy ot knowleoge
8osak, S. (1991). Sc|ence |s . . . Scbolastlc Canaoa Lto, Ontarlo. |S8N: 0590740709. A collectlon ot over 450
eperlments ano loeas tor prlmary ano lower seconoary.
8ryson, 8. (2003). A short h|stor, of neor|, ever,th|ng. 8lack Swan 8ooks, Lonoon. |S8N:0552997048. A very
reaoable look at major blstorlcal / sclentltlc oevelopments.
Flannery, T. (2005). 7he weother mokers. Tet Publlsblng, Melbourne. |S8N: 1920885846. Looks at bow
bumans are contrlbutlng to cllmate cbange.
GLMS Great Lploratlons ln Matb ano Sclence
bttp://lbsgems.org/ [accesseo 11 [une 2007]. A oetalleo serles ot teacber guloes, glvlng lesson by lesson unlt
plans over a wloe varlety ot toplcs, K-10 can be oroereo trom tbls slte. e.g. 8eals, K. & Wlllaro, C. (1994).
M,ster, lest|vo|. Calltornla: Lawrence Hall ot Sclence. |S8N 0924886102
Hanos on Lnergy Dlscovery Centre
A number ot publlcatlons relatlng to Hyoro Tasmanla's role ln tbe proouctlon ot electrlclty ln Tasmanla are
avallable trom tbe centre. bttp://www.byoro.com.au/banoson/pubs/lnoe.btm [accesseo 1 October 2007].
Project Forest package Leorn|ng o5out our forests
Proouceo by tbe Forest Loucatlon Founoatlon. Looks at tbe ecology, management ano values assoclateo
wltb Tasmanla's torests. bttp://www.torest-eoucatlon.com/lnoe.pbp/publlcatlons/C296/ [accesseo 1
October 2007].
Sclence Loucators Assoclatlon ACT. (1999). lrom ochres to ee| trops. Sclence Loucators Assoclatlon ACT,
ACT. |S8N: 0646376373. Alms to tacllltate learnlng ln tbe areas ot Aborlglnal sclence ano tecbnology.
Wlltsblre, R. & Potts, 8. (2007). Lucof||p. Unlverslty ot Tasmanla, Hobart. |S8N: 9781862953970. A tull
colour guloe to all Tasmanlan eucalypts.
>.)+,&"1#+61''6&3"#$%"$&
Larly cbllobooo - General
Allen, P. (1980). Mr Arch|medes` 5oth. Harper Colllns Publlsbers, Syoney. |S8N: 0207172854
Fleer, M. (Lo.). (2007). oung ch||dren: 7h|nk|ng o5out the sc|ent|f|c wor|d. Larly Cbllobooo Australla, ACT.
|S8N: 1921162082. Lplores bow an unoerstanolng ot cultural contet, ano uslng tbe knowleoge cblloren
alreaoy bave as a startlng polnt, can leao to rlcb sclence outcomes ln many oltterent settlngs.
Fleer, M., Haroy, T., 8aron, K. & Malcolm, C. (1995). 7he, don`t te|| the truth o5out the w|nd. Currlculum
Corporatlon, vlctorla. |S8N: 1863662626. Unlts ot work tor K-3.
Fleer, M., [ane, 8. & Haroy, T. (2007). Sc|ence for ch||dren (3
rd
edj. Pearson Loucatlon, NSW. |S8N:
0733973728. Suggests practlcal classroom baseo strategles to start sclence teacblng.
Harlan, [. & Rlvkln, M. (2007). Sc|ence exper|ences for the ver, eor|, ,eors (9
th
edj. Prentlce Hall, New [ersey.
|S8N: 0131573098. Tet tor prospectlve teacbers, connects sclence wltb tbe rest ot tbe currlculum.
Llno, K. (2005). Lxp|or|ng sc|ence |n eor|, ch||dhood educot|on (+
th
ed.). Tbomson, New York. |S8N:
1401862756. Tet tor early cbllobooo teacblng.
Wortb, K. & Grollman, S. (2003). Worms, shodows ond wh|r|poo|s, sc|ence |n the eor|, ch||dhood c|ossroom.
Helnemann, Portsmoutb. |S8N 0325005737. |oentltles sclence lnqulry skllls ano concepts approprlate tor
tbe very young ano makes a case tor lntegratlng sclence lnto tbe early cbllobooo currlculum.
135
Larly cbllobooo - Sclentltlc lnqulry
Lvans, D & Wllllams, C. (2000). S|mp|e sc|ence exper|ments for the ver, ,oung. Dorllng Klngsley Lto, Lonoon.
|S8N: 0751356735. |ntroouces stuoents to some baslc prlnclples ot sclence, by encouraglng tbem to make
tbelr own olscoverles.
Green, M. (1996). +7+ sc|ence oct|v|t|es for ,oung ch||dren. Delmar Publlsbers, New York. |S8N: 0827366639.
A collectlon ot largely lnolvloual actlvltles.
Lebn, 8. 1998). Whot |s o sc|ent|st? Connectlcut, Tbe Mlllbrook Press, |S8N: 0761312722. A plcture book
tbat sbows stuoents bow tbey are worklng as sclentlsts.
Norrls, [. (2000). Sc|ence exper|ments for ,oung |eorners. Calltornla, Lvan-moor Corp. |S8N: 1557997799. A
collectlon ot 122 banos on eperlments.
Young, T ano Llllott, S. (2003). just |nvest|gote. Tertlary Press, vlctorla. |S8N 0-86458-370-2
A varlety ot sclence ano tecbnology eperlences tor stuoents to Year 2
@)#4.),&3"#$%"$&
Prlmary - General
Garoner, R. (2006). Sensot|ono| sc|ence proects w|th s|mp|e moch|nes. Lnslow Publlsbers |nc, New [ersey.
|S8N: 0766025853. Lperlments tbat sbow bow slmple macblnes work.
Hawklng, L. & S. (2007). Ceorge`s secret ke, to the un|verse. Ranoom House Cblloren's 8ooks, Lonoon. |S8N:
9780385612708. An astronomy aoventure story, wrltten by Stepben Hawklng's oaugbter, Lucy, wltb belp
trom blm.
Maglc Scbool 8us books
Tbls plcture book serles aooresses many sclence toplcs. e.g. Cole, [. & Degen, 8. (1992). 7he mog|c schoo|
5us on the oceon f|oor. Scbolastlc, New York. |S8N: 0590414313
Malcolm, C. (Lo.). (1995). 7here`s on emu |n the sk,. Currlculum Corporatlon, vlctorla. |S8N: 1863662634.
Unlts ot work tor Years 4-7.
Marlne Llnks klt
Tbe klt was proouceo by tbe Department ot Loucatlon, Tasmanla. |t contalns teacblng loeas, books, posters
ano otber resources. |t can be borroweo torm DLL|C (Department ot Loucatlon Llbrary ano |ntormatlon
Servlces).
Prlmary Connectlons
bttp://www.sclence.org.au/prlmaryconnectlons/lnoe.btm [accesseo 6 October 2007]
An ecellent, lnepenslve serles ot sclence unlts tbat llnk tbe teacblng ot sclence wltb tbat ot llteracy, can
be oroereo trom tbe above slte. Tbe unlts lncluoe teacber backgrouno lntormatlon ano lnqulry actlvltles.
e.g. Australlan Acaoemy ot Sclence. (2006). 0n the move. Australlan Acaoemy ot Sclence, Canberra. |S8N:
0858472368
Tonkln, R. (2006). Leof ||tter. Harper Colllns Publlsbers, Syoney. |S8N: 0207198225. A plcture book
sbowlng cbanges tbat occur ln an Australlan leat lltter ecosystem.
Prlmary - Human enoeavour
Aoler, D. (1996). A p|cture 5ook of 7homos A|vo Ld|son. Holloay House, New York. |S8N: 0823414140
8aker, [. (1987) Where the forest meets the seo. MacRae, Lonoon. |S8N: 0862033179. A plcture book
lntroouclng tbe loea ot torest ano wllollte conservatlon.
136
8ell, Helen (2000) 7he Stone Swon. Neolanos, WA, Cygnet 8ooks. |S8N: 187661501X. A plcture book
about some tactors lmpactlng on tbe breeolng ot black swans.
8rown, D. (1999). ore treosure. Hougbton Mlttlln Company, 8oston. |S8N: 0618310819. Plcture book
about Mary Annlng's tossll olscoverles.
8rown, D. (2004). 0dd 5o, out. Hougbton Mlttlln Company, 8oston. |S8N: 0618492984. Plcture book ot tbe
llte ot young Albert Llnsteln.
8yro, R. (2003). Leonordo 5eout|fu| dreomer. Dutton Cblloren's 8ooks, New York. |S8N: 0525470336.
Plcture book ot tbe llte ano work ot Leonaroo oa vlncl.
Cbeng, Cbrlstopber (1999) 0ne Ch||d. Fllnoers Park, SA, LRA Publlcatlons. |S8N: 1863745084. Plcture book
sbowlng bow one cbllo can contrlbute to sustalnablllty.
Crew, Cor, ond W||son, Mork (2003j l So|d Noth|ng: 7he ext|nct|on of the porod|se porrot. South Me|5ourne, \|c,
Loth|on. |S8N: 0734405596
Crew, Cor, ond W||son, Mork (2003j l Sow Noth|ng: 7he ext|nct|on of the 7h,|oc|ne. South Me|5ourne, \|c, Loth|on.
|S8N: 0734404727
Davles, [. (2004). 7he 5o, who drew 5|rds. Hougbton Mlttlln Company, 8oston. |S8N: 0618243437. Plcture
book ot tbe early llte ot [obn [ames Auoubon.
Dr Seuss. (1972) 7he Lorox. Colllns, Lonoon. |S8N: 000195458X. Usetul to lntroouce envlronmental lssues.
Krobn, K. (2006). jone Coodo|| on|mo| sc|ent|st. Capstone Press, Mlnnesota. |S8N: 0736868852. Wrltten ln
comlc book tormat.
Lasky, K. (1997). She`s weor|ng o deod 5|rd on her heod. Hyperlon Paperbacks, New York. |S8N: 0786811641.
Plcture book about two tasblonable 8oston laoles, wbo torm a club to protect blros trom tasblon trenos.
Lasky, K. (2003). 7he mon who mode t|me trove|. Farrar, Straus ano Glrou, New York. |S8N: 0374347883.
Plcture book ot tbe llte ano work ot [obn Harrlson wbo solveo tbe longltuoe problem.
Martln, [. (1998). Snowf|oke 8ent|e,. Hougbton Mlttlln Company, 8oston. |S8N: 0395861624. Plcture book ot
Wllson 8entley wbo took plctures ot snowtlakes.
Sls, P. (1996). Storr, messenger. Frances Foster 8ooks, New York. |S8N: 0374470278. Plcture book ot tbe
llte ano work ot Gallleo.
Sls, P. (2003). 7he tree of ||fe. Frances Foster 8ooks, New York. |S8N: 0374456283. Plcture book sbowlng
tbe llte ano work ot Cbarles Darwln.
Splllman, Davlo (2001) e||ow-e,e. Fllnoers Park, SA, Lra Publlcatlons. |S8N: 1863746072. Plcture book
sbowlng bow tbe wblte ano aborlglnal communltles communlcateo to solve an ecologlcal problem.
Stanley, Lllzabetb (1994) 7he ue||veronce of uonc|ng 8eors. Neolanos, WA, Cygnet 8ooks. |S8N:
1875560378. Usetul to lntroouce olscusslon about buman use ot anlmals.
Tott, Klm Mlcbelle ano Sbeatber, Allan (1997) 0ne Less l|sh. St. Lucla, Qlo, Unlverslty ot Queenslano Press.
|S8N: 0702229474. Plcture book sbowlng buman tactors attectlng tlsb survlval.
Yolgen, [. (2003). M, 5rothers` f|,|ng moch|ne. Llttle, 8rown ano Company, New York. |S8N: 0316971596.
Plcture book ln tree verse tolo trom tbe vlewpolnt ot Katbarlne Orvllle.

137
Prlmary - Sclentltlc lnqulry
Amerlcan Cbemlcal Soclety. (2005). lnqu|r, |n oct|on, |nvest|got|ng motter through |nqu|r,. Amerlcan Cbemlcal
Soclety, USA. |S8N: 0841239355. Many traoltlonal cbemlstry actlvltles rewrltten wltb an lnqulry tocus,
almeo at K-8.
8urnett, R. (1999). 7he p|||5ug proect. Natlonal Sclence Teacbers Assoclatlon, Unlteo States. |S8N
0873551095. A ten-oay unlt ot work almeo at prlmary stuoents.
Larly 8lro Pbyslcs 8ooks serles
A serles almeo at prlmary stuoents, but contalnlng many loeas tbat coulo easlly be aoapteo to junlor
seconoary. e.g. Walker, S. & Felomann, R. (2002). Pu||e,s. Mlnneapolls: Lerner Publlcatlons Company. |S8N:
0822522144.
Loucatlonal Dlrectlons Publlcatlons
bttp://eopubllcatlons.com.au/oroerlng_torms.btml [accesseo 30 September 2007]. Two sets ot tour books
tor lower ano upper prlmary. Lacb set contalns Lnergy ano cbange, Natural ano processeo materlals, Llte
ano llvlng, ano Lartb ano beyono books. e.g. Sewell-Smltb, A. & Smltb, W. (2004). Work|ng sc|ent|f|co||, w|th
Lnerg, ond chonge, upper pr|mor,. LD Publlcatlons, Western Australla. |S8N: 1875712526
NSTA Press. (2001). u|g |n, honds on so|| |nvest|got|ons. NSTA Press, vlrglnla. |S8N: 0873551893. Twelve
lessons almeo at prlmary level.
Prlmary |nvestlgatlons Australlan Acaoemy ot Sclence
bttp://www.sclence.org.au/pl/lnoe.btm [accesseo 1 October 2007]. A set ot seven books tull ot banos on
actlvltles uslng slmple equlpment. Proouceo prlor to tbe Pr|mor, Connect|ons materlals.
Prlmary Pbyslcs serles
Currently a set ot tour books, tbat can be oroereo trom bttp://www.cslrosbop.com/He/browse.3796
Contaln numerous practlcal actlvltles. e.g. Pels, M. ano Davles, A. Pr|mor, ph,s|cs 5ook 1, energ, moss force.
New Soutb Wales: Sunsblne Loucatlonal. |S8N: 0958670102
Russell, H. (2001). 7en-m|nute f|e|d tr|ps. NSTA Press, vlrglnla. |S8N: 0873550986. Lots ot loeas tor lnqulrles,
US eamples coulo easlly be aoapteo to local areas.
Warren, P. & Galle, [. (2005). Lxp|or|ng eco|og,. NSTA Press, vlrglnla. |S8N: 0873552512. Forty-nlne
actlvltles tor Years 48.
!$"'%6.),&3"#$%"$&
Seconoary - General
Tbere are numerous sets ot tour books oeslgneo to cover Years 710 Sclence, wblcb are usetul eltber as
class sets or tor teacber reterence. Teacbers neeo to eamlne tbese book sets ano oecloe wblcb ones best
meet tbe neeos ot tbelr stuoents.
Cosmos magazlne
Artlcles sultable tor teacbers or stuoents wltb gooo llteracy. Teacber notes avallable trom
bttp://www.cosmosmagazlne.com/ [accesseo 1 October 2007].
Kruszelnlckl, K. (2005). u|s |nformot|on. Harper Colllns Publlsbers, Syoney. |S8N: 0352280605. Snlppets
trom any ot Dr Karl's books can be useo to engage stuoent lnterest.
Malcolm, C. (Lo.). (1995). Whot hoppens when ,ou . . . Currlculum Corporatlon, vlctorla. |S8N:
1863662634. Unlts ot work tor Years 7-9.
Mottat, 8. et al. (1997). An |ntroduct|on to mor|ne stud|es. Wet Paper, Queenslano. |S8N: 1862830444. A tet
eamlnlng cultural, commerclal, sclentltlc ano recreatlonal aspects ot marlne stuoles.
138
Seconoary - Human enoeavour
Goooall, [. (2002). My llte wltb tbe cblmpanzees. Alaooln Paperbacks, New York. |S8N: 0671562711.
Hooker, C. (2004). lrres|st|5|e forces Austro||on women |n sc|ence. Melbourne Unlverslty Press, Melbourne.
|S8N: 052285107X. Descrlbes tbe contrlbutlons ot Australlan women to olverse sclentltlc tlelos.
Leakey, Rlcbaro L. ano Morell, vlrglnla (2001) W||d||fe wors: M, f|ght to sove Afr|co's noturo| treosures. Lonoon,
Macmlllan. |S8N: 0312303343. Descrlbes problems assoclateo wltb wllollte conservatlon ln Atrlca.
Sobel, D. (1995). Long|tude. Fourtb Lstate, Lonoon. |S8N: 1857025717. A reaoable account ot tbe quest to
solve tbe longltuoe problem.
Women's Aoventures ln Sclence blograpbles.
Tbls ls a very reaoable serles tbat wlll engage many glrls .e.g. O'Connell, D. (2005). Strong force, the stor, of
ph,s|c|st Sh|r|e, Ann jockson. [osepb Henry Press, Wasblngton. |S8N 0-309-09553-0.
Sloan, C. (2005). How d|nosours took f||ght. Natlonal Geograpblc, Wasblngton. |S8N: 0792272986. Sbows
bow paleontologlsts plece togetber evloence ano create bypotbeses, wblcb may be supporteo or rejecteo
as more evloence ls uncovereo.
Seconoary - Sclentltlc lnqulry
Loucatlonal Dlrectlons Publlcatlons
bttp://eopubllcatlons.com.au/oroerlng_torms.btml [accesseo 30 September 2007]. Set ot tour seconoary
books - Lnergy ano cbange, Natural ano processeo materlals, Llte ano llvlng, ano eartb ano beyono. e.g.
Sewell-Smltb, A. & Smltb, W. (2004). Work|ng sc|ent|f|co||, w|th Lnerg, ond chonge, secondor,. LD Publlcatlons,
Western Australla. |S8N: 1875712437
Kalumuck, K. & tbe Lploratorlum Teacber |nstltute. (2000). Humon 5od, exp|orot|ons. Kenoall / Hunt
Publlsblng Company, |owa. |S8N 0-7872-6153-X. Hanos on lnvestlgatlons about tbe buman booy.
New Soutb Wales, Department ot Loucatlon ano Tralnlng. lnvest|got|ng sc|ent|f|co||, |n stoge +.
bttp://www.currlculumsupport.eoucatlon.nsw.gov.au/seconoary/sclence/assets/oocs/stage4_5oocs/s45t_lslss
tage4p3.ooc [accesseo 1 October 2007]. Asslsts teacbers to leao stuoents tbrougb completlng a researcb
project.
233$334$%*&
NALP (Natlonal Assessment ot Loucatlonal Progress)
bttp://nces.eo.gov/natlonsreportcaro/ltmrls/ [accesseo 1 October 2007]. A US slte wltb numerous sample
questlons tor Years 4, 8 ano 12.
NLMP (Natlonal Loucatlon Monltorlng Project
bttp://nemp.otago.ac.nz/l_reports.btm [accesseo 1 October 2007]. Tasks trom a New Zealano project
monltorlng Year 4 ano 8 eoucatlonal acblevement. A tew neeo aoaptatlon to tbe Australlan contet.
PALS (Pertormance Assessment Llnks ln Sclence)
bttp://pals.srl.com/lnoe.btml [accesseo 1 October 2007]. A US baseo collectlon ot year K-12 assessment
tasks, lncluolng rubrlcs. Practlcal actlvltles lncluoe aovance preparatlon lnstructlons.
SLAR Assessment
bttp://cms.currlculum.eou.au/sear/ [accesseo 30 September 2007]. A range ot assessment tasks sultable tor
use across tbe compulsory years ot scboollng

139
Q$:3#*$3&
A8C Loucatlon
bttp://www.abc.net.au/learn/bysubject/subjectsclence0.btml [accesseo 11 [une 2007]. Contalns an etenslve
number ot sclence ano sclence eoucatlon sectlons, tor eample, tbe Surtlng Sclentlst.
Access Lcellence Mystery Spot
bttp://www.accessecellence.org/AL/mspot/ [accesseo 1 October 2007]. A serles ot lnteractlve sclence
mysterles sultable tor stuoents wltb gooo llteracy.
Australlan Sclence Teacbers Assoclatlon (ASTA)
bttp://www.asta.eou.au/resources [accesseo 1 October 2007]. |ntormatlon about teacber protesslonal
learnlng ano awaros, Natlonal Sclence Week resources ano resources avallable trom state assoclatlons.
Australlan Sustalnable Scbools |nltlatlve (AuSS|)
bttp://www.envlronment.gov.au/eoucatlon/aussl/lnoe.btml [accesseo 4 October 2007]. Case stuoles,
resources ano lntormatlon about sustalnablllty eoucatlon.
8lg Sclence
bttp://www.asl.eou.au/www/lnoe.ctm?ltemlo=178 [accesseo 3 October 2007]. |nteractlve actlvltles
oeslgneo tor seconoary stuoents, lncluolng suggestlons tor open-enoeo lnvestlgatlons ano turtber researcb.
8lotecbnology Onllne
bttp://www.blotecbnologyonllne.gov.au/ [accesseo 1 October 2007]. Provloes lntormatlon ano actlvltles
relevant to blotecbnology tor seconoary scbools.
8ureau ot Meteorology
bttp://www.bom.gov.au/lam/Stuoents_Teacbers/learnact.btm [accesseo 30 September 2007]. Resources ano
eperlments relatlng to weatber.
Classroom Antarctlca
bttp://classroomantarctlca.aao.gov.au/ [accesseo 1 October 2007]. An etenslve collectlon ot lntormatlon
ano teacblng loeas relatlng to Antarctlca.
Court Tv NewsForenslcs ln tbe Classroom
bttp://www.courttv.com/torenslcs_currlculum/lnoe_reglstereo.btml [accesseo 30 September 2007]. A
serles ot torenslc sclence scenarlos, malnly sulteo to seconoary or upper prlmary.
CS|RO
bttp://www.cslro.au/resources/LploreAnoLoucate.btml [accesseo 1 October 2007]. |ncluoes eperlments,
resources ano lntormatlon about SCOPL sclence televlslon, Sclence by emall, uou5|e He||x ano Sc|entr|ff|c
stuoent magazlnes.
Currlculum Corporatlon sclence
bttp://www.currlculum.eou.au/ccslte/oetault.asp?lo=17876 [accesseo 30 September 2007]. |ntormatlon
about sclence eoucatlon projects ano teacblng resources.
Globe Program
bttp://www.globe.gov/tsl/btml/templ.cgl?about&lang=en&nav=1 [accesseo 1 October 2007]. Teacber pages
lncluoe protocols tor maklng varlous envlronmental measurements. Reglstereo scbools can contrlbute to a
global oatabase.
Goulo Group
bttp://www.goulo.eou.au/lnoe.asp [accesseo 1 October 2007]. |nteractlve sustalnablllty websltes (unoer
prooucts ano servlces beaolng) ano lntormatlon on opportunltles to be lnvolveo ln envlronmental lnltlatlves.
Le@rnlng Feoeratlon sclence objects
|nteractlve materlals avallable by searcb on tbe e-Centre tor teacbers. A catalogue oescrlblng tbe sclence
140
objects can be oownloaoeo trom bttp://www.tbelearnlngteoeratlon.eou.au/tlt2/sbowMe.asp?nooe|D=74 To
access a partlcular object, paste lts name lnto bttp://www.ecentre.eoucatlon.tas.gov.au/C15/Learnlng
Objects/ [accesseo 30 September 2007]
Marlne Dlscovery Centre Wooobrloge
Specles reglster on webpage sbows a number ot Tasmanlan specles.
http://www.woodbridge.tased.edu.au/MDC/default.htm [accesseo 7 October 2007].
Mlnerals Councll ot Tasmanla
A set ot K-4 reaoers relatlng to mlnlng can be oownloaoeo trom tbe webslte wblcb also bas llnks to otber
relateo sltes. http://www.tasminerals.com.au/education.htm [accessed 7 October 2007]
NASA Loucatlon
bttp://eoucatlon.nasa.gov/bome/lnoe.btml [accesseo 6 October 2007]. A wloe varlety ot resources relevant
to space.
Parks & Wllollte Tasmanla
bttp://www.parks.tas.gov.au/eoucatlon/lnoe.btml [accesseo 1 October 2007]. Actlvltles, notes ano klts tor
teacblng about Tasmanla's wllollte ano parks.
Prlntable perloolc tables
bttp://www.sclencegeek.net/tables/tables.sbtml [accesseo 30 September 2007].
Salters' Cbemlstry Club
bttp://resources.scboolsclence.co.uk/Salters/lnoe.btml [accesseo 11 [une 2007]. Contalns numerous
cbemlstry actlvltles, sulteo malnly to seconoary stuoents.
Sclence Teacbers Assoclatlon ot Tasmanla (STAT)
bttp://key.org.au/stat/ [accesseo 1 October 2007]. |ncluoes lntormatlon about tbe annual Tasmanlan Sclence
Talent Searcb, wblcb provloes many opportunltles tor stuoents at all levels.
SclenceLyn
bttp://www1.currlculum.eou.au/sclence/[accesseo 30 September 2007]. Llnks to usetul websltes tor
teacbers, plus bosts tbe CASSP Lnergy ano cbange unlts.
Sclence-relateo webslte llst
bttp://resources.eoucatlon.tas.gov.au/ltem/eores/8e35o6e0-e860-c377-830t-
c9oo248c2113/1/Sclence+webslte+llst.ooc [accesseo 8 October 2007]. Llsts a number ot usetul sclence
websltes.
Sotweb Famlly Sclence
bttp://panoora.nla.gov.au/pan/67732/20070208/www.sotweb.vlc.eou.au/sclence/tamscl/actlvlty/lnoe.btml
[accesseo 11 [une 2007]. A number ot lnolvloual actlvltles tbat use reaolly-avallable materlals.
Sustalnablllty Loucatlon, Department ot Lnvlronment ano Water Resources
bttp://www.envlronment.gov.au/eoucatlon/ [accesseo 6 October 2007]. Suggestlons, resources ano support
tor Sustalnablllty eoucatlon.
Tasmanlan multlpeoes
Tbls page, wltb pbotos, on tbe Queen vlctorla Museum ano Art Gallery slte wlll let you loentlty tbe more
tban 200 specles ot centlpeoes, mllllpeoes, Pauropooa, Sympbyla ano velvet worms ln Tasmanla.
http://www.qvmag.tas.gov.au/zoology/multipedes/mulintro.html [accessed 7 October 2007].

Unlverslty ot Tasmanla Faculty ot Sclence, Lnglneerlng ano Tecbnology
Teacber resources page bas onllne unlts to oownloao, event oetalls ano ask an epert lntormatlon.
http://fcms.its.utas.edu.au/scieng/scieng/cpage.asp?lCpageID=8 [accessed 7 October 2007].
141
Up2Me
bttp://www.up2metorklos.com.au/teacbers.pbp?Do=Contentvlew&pageno=130 ano
bttp://www.up2me.com.au/lnoe.pbp?Do=Contentvlew&pageno=100 [accesseo 1 October 2007] contaln
suggestlons tor ano lntormatlon about llvlng more sustalnably.
Waterwatcb Tasmanla
www.taswaterwatcb.org.au [accesseo 3 October 2007]. varlous water relateo resources can be
oownloaoeo, lncluolng Understond|ng heo|th, woterwo,s a complete package ot sclence materlals tor mloole
to upper prlmary, contalnlng banos-on actlvltles ano teacber lntormatlon to belp stuoents learn about
Waterwatcb ano wbat lt takes to malntaln a bealtby waterway.
Webquest.org
bttp://webquest.org/lnoe.pbp [accesseo 1 October 2007]. A large collectlon ot webquests tor Years K-12.
Your genes, your cbolce
bttp://ebrweb.aaas.org/ebr/books/contents.btml [accesseo 1 October 2007]. An onllne genetlcs tet. Lacb
cbapter starts wltb an etblcal ollemma.
F#/#*.+&)$3'()"$3&
An lnconven|ent 7ruth. [oocumentary] Paramount Plctures, USA.
Documentary about Global Warmlng presenteo by Al Gore wbo states: |t we oo notblng, ln about 10 years
tbe planet may reacb a 'tlpplng polnt' ano begln a slloe towaro oestructlon ot our clvlllzatlon ano most ot
tbe otber specles on tbls planet.
Scl-net
bttp://lyrls.eoucatlon.tas.gov.au:8080/reao/?torum=scl-net [accesseo 30 September 2007]. An emall torum
malntalneo by tbe PLO Sclence. Members can seno lntormatlon about sclence relateo actlvltles, sucb as
competltlons, lectures ano new resources to all members ot tbe torum.
7he lronk||n |ver 8|ockode l||ms. (2007) [oocumentary] Wlloerness Soclety, Hobart.
Contalns tbe tllms useo by tbe Tasmanlan Wlloerness Soclety tbrougbout 1982 ln tbe successtul campalgn
to save tbe Franklln Rlver. Focuses on tbe envlronment, bavlng a say ano taklng clvlc actlon.
Movles
Tbere are numerous DvDs tbat can be useo to engage stuoent lnterest ano begln olscusslon about relevant
sclence concepts, but teacbers neeo to cbeck tbat movle ratlngs are approprlate to tbelr classes. Movles
tbat relate to blotecbnology are olscusseo ln tbe oocuments tbat can be oownloaoeo trom
bttp://www.blotecbnology.gov.au/lnoe.ctm?event=searcb.sbowResults&verlty|noeType=ob&searcbTerms=
tllm [accesseo 1 October 2007].
Otber eamples lncluoe:
x ueep |mpoct meteorlte strlkes Lartb
x Cor|||os |n the m|st tbe story ot Dlanne Fossey
x journe, to the centre of the eorth early loeas on tbe lnsloe ot tbe Lartb
x Logon`s run people are kllleo ott at age 30
x 0ut5reok ebola outbreak
x So,|ent Creen worlo runs out ot tooo
x 7he omego mon one man bas an lmmunlty to a oeaoly vlrus tbat ls oeclmatlng bumans
x 7oto| reco|| lmplants to glve you a vlrtual eperlence
x \o|cono ano uonte`s Peok volcanlc eruptlons
Ollle's worlo CDs
Tbe CDS 0|||e`s |s|ond ano 0|||e soves the p|onet CD ROMs lncluoe lntormatlon, actlvltles ano unlts ot work
tor teacblng ano learnlng about sustalnablllty. Tbey are supporteo by a group ot government ano lnoustry
groups trom across Australla ano can be purcbaseo trom bttp://www.olllesworlo.com/lnoe.btml [accesseo
6 October 2007].
142




Sclence broaosbeets tor enlargement to A3






Tbe sbeets on tbe tollowlng pages summarlse tbe learnlng opportunltles lncluoeo ln tbe
Sclence currlculum oocument, tlrstly by strano ano tben by stanoaro.


Tbey are presenteo ln a small tont slze so tbat tbe broaosbeets tlt on one page eacb.
Tbey are oeslgneo to be enlargeo to A3 tor ease ot use.

143
Sclence by strano Sclence as a buman enoeavour
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1
x observe tbat some people llke to tlno tblngs out ano
make tblngs
x loentlty some tblngs tbat belp us, e.g. sclssors,
computers, wasblng macblnes
x recognlse tbat we neeo to care tor llvlng tblngs to keep
tbem allve e.g. pets bave neeos tbat bave to be met
2
x unoerstano tbat work or bobbles can lnvolve sclence x oescrlbe some ways ln wblcb tbe prooucts ot sclence
asslst people, e.g. glasses to asslst vlslon
x recognlse tbat tbey sbare tbe worlo wltb otber llvlng
tblngs, ano tberetore neeo to care tor tbe conoltlon ot
tbelr lmmeolate envlronment
3
x unoerstano tbat sclentlsts tlno out bow tbe worlo
works ano belp make usetul tblngs
x speculate wbat tbelr llves woulo be llke wltbout tbe
prooucts ot sclence
x unoerstano tbat tbe worlo ls sbareo ano tbat llvlng
tblngs oepeno on otber llvlng tblngs ano tbelr
envlronment to survlve
4
x unoerstano tbat sclentlsts lnvestlgate tbe worlo ln a
partlcular way
x oescrlbe tbe work ot a partlcular sclentlst ano eplaln
wby lt ls usetul
x loentlty some tblngs tbat mlgbt bave a posltlve or
negatlve lmpact on tbe worlo, ano unoerstano tbat tbey
sboulo be responslble ano carlng ln tblngs tbat tbey oo
5
x unoerstano tbat sclence values lnvestlgatlons tbat are
baseo on evloence
x oescrlbe some ot tbe ways tbat appllcatlons ot sclence
are useo ln tbelr communlty e.g. obtalnlng clean
orlnklng water
x recognlse some ot tbe ways tbey botb rely ano lmpact
on tbelr lmmeolate envlronment ano loentlty ways to
be more responslble tor sustalnablllty ln tbelr bome or
scbool
6
x unoerstano tbat sclence values lnvestlgatlons tbat are
talr, ano are baseo on evloence ano loglcal reasonlng
x eplore bow tbey are engaglng ln sclence ln tbelr
lnterests ano actlvltles wltbln ano beyono scbool
x eplore tbe place ot sclence ln tbe work ot people ln
tbelr communlty
x oemonstrate tbelr sbareo responslblllty tor tbe quallty
ot tbelr lmmeolate envlronments ano ln conservlng
resources, unoerstanolng tbat tbey are part ot a system
7
x oescrlbe some ot tbe ways tbat people tblnk ano work
sclentltlcally e.g. loeas, buncbes, lmaglnatlon, problem
solvlng, lnvestlgatlons, tbeorlzlng, oeclslon maklng,
serenolplty, trlal ano error
x recognlse prooucts ot sclence ano tbat tbey may bave
botb posltlve ano negatlve outcomes tor soclety e.g.
cars
x loentlty some ot tbe relatlonsblps ln slmple natural ano
/ or constructeo systems e.g. tooo cbalns
x eplaln wby conservlng resources ls lmportant tor tbe
envlronment
8
x loentlty ano eplaln some oltterent ways tbat people
tblnk ano work sclentltlcally to carry out lnvestlgatlons
(e.g. eperlment, ecologlcal stuoy, bealtb stuoy) ano
reallse tbat many lnvestlgatlons bave etblcal
consloeratlons
x oescrlbe bow some prooucts useo ln work ano lelsure
bave cbangeo over tlme e.g. planes, retrlgeratlon
x eplore tbe consequences ot buman actlvlty tor tbe
sustalnablllty ot a tamlllar system, lncluolng lnvestlgatlng
bow tbelr actlons contrlbute to sustalnablllty ot
resources ano local envlronments
x consloer approprlate etblcal lssues ln sclence-relateo
contets relevant to tbem
9
x reallse tbat sclentltlc loeas are mooltleo over tlme by a
communlty ot sclentlsts as new perspectlves ano
evloence are taken lnto account e.g. tlat eartb, ls Pluto
a planet?
x eplaln some ways tbat sclentltlc oevelopments
lntluence ano are lntluenceo by blstory ano communlty
neeos e.g. vacclnes, sewage treatment, water recycllng
x eplore some ot tbe relatlonsblps wltbln ano between
local natural, constructeo or soclal systems, ano
loentlty oltterent perspectlves ln maklng responslble
cbolces e.g. consloer tbe llkely ettect ot a new
oevelopment on tbe local ecosystem
10
x eamlne bow ano wby people engage ln sclence as a
wortbwblle ano ecltlng career, lncluolng eamlnlng tbe
work ot Australlan sclentlsts
x recognlse tbat oltterent cultures may bave oltterent
vlews ln relatlon to sclence e.g. traoltlonal meolclne
x oescrlbe bow tbe use ot sclence ano tecbnology bas
cbangeo tbe way people llve
x eamlne lssues ot sustalnablllty ot tbe natural, bullt or
soclal envlronments etenolng trom local to global
perspectlves
x consloer ano respono to approprlate etblcal ano soclal
lssues ln sclence-relateo contets relevant to tbem,
sbowlng an awareness ot several oltterent perspectlves
tbat elst
11
x consloer wbat ls cbaracterlstlc ot tbe way tbat
sclentlsts work, ano wby tbls ls lmportant e.g. lntegrlty,
rlgour, regaro tor evloence
x analyse bow ano wby some prooucts ano processes
useo ln work ano lelsure bave cbangeo over tlme / vary
across cultures e.g. tooo preservatlon metboos
x loentlty system relatlonsblps wben lnvestlgatlng local or
global lssues, lncluolng sustalnablllty, ano consloer some
ot tbe reasons tbat oltterent people make tbelr
oeclslons e.g. construct a lutures Whee| to consloer tbe
lmpact ot a new oevelopment
12
x loentlty some tblngs tbat llmlt or control sclentltlc work
or unoerstanolng e.g. etblcs, cooe ot practlce,
government regulatlon, ecluslon ot certaln groups -
sucb as women or etbnlc groups
x analyse bow ano wby some prooucts ano processes
bave cbangeo over tlme / vary across cultures, ano tbe
lmpact tbat tbls bas on people e.g. contraceptlon, |vF
x olscuss some ot tbe system relatlonsblps loentltleo
wben lnvestlgatlng local ano global lssues, lncluolng
sustalnablllty
13
x lnvestlgate bow people worklng wltb sclence otten
oraw on concepts ano processes across
multlolsclpllnary teams
x appreclate tbat people ot olverse cultures bave
contrlbuteo to ano sbapeo tbe oevelopment ot sclence
x consloer ano olscuss lnstances ln wblcb progress ln
sclence can be attecteo by ano lntluence socletal lssues
ano prlorltles e.g. water purltlcatlon, alternatlve energy
sources, space eploratlon
x apply relevant sclentltlc unoerstanolngs to make
responslble, etblcal ano lntormeo oeclslons about
lssues, lncluolng appllcatlons ot sclence ano lmpllcatlons
ot researcb ano sustalnablllty e.g. sallnlty, nuclear
energy
x eplaln tbelr own posltlon, sbowlng an unoerstanolng
ot several otber perspectlves
14
x unoerstano tbat tbe work ot sclentlsts ls lntluenceo by
tbe cultural ano polltlcal systems tbey are worklng
wltbln ano by tbe teams tbey are a part ot
x analyse tbe lmpllcatlons ot some contemporary
sclentltlc researcb tor local ano global communltles e.g.
blotecbnology
x loentlty ano analyse bow oltterent systems ano
competlng lnterests lmpact on local ano global lssues,
lncluolng sustalnablllty e.g. wbat are tbe lmpllcatlons tor
polltlcal, soclal, envlronmental ano economlc systems ot
a proposeo new oevelopment
15
x questlon ano evaluate tbe rellablllty ot sclentltlc
knowleoge ano sclentltlc practlce taklng lnto account
bow sclentltlc rlgour ano lntegrlty may be lntluenceo by
blstorlcal, cultural, economlc ano polltlcal contets
x relate tbelr own eperlences to tbe way tbe sclentltlc
communlty mooltles lts concepts ano mooels as
evloence becomes avallable trom lnvestlgatlon
x crltlcally evaluate tbe sclentltlc, socletal ano blstorlcal
events / tblnklng tbat bave asslsteo or blnoereo
sclentltlc aovancement e.g. bow new areas bave
emergeo, atomlc bomb
x crltlcally evaluate bow lnteractlng systems ano
competlng lnterests lmpact on local ano global lssues,
lncluolng sustalnablllty
x clearly justlty tbelr own tblnklng ano oplnlons ln
relatlon to appllcatlons ot sclence ano lmpllcatlons ot
researcb ano sustalnablllty
144
Sclence by strano Sclentltlc lnqulry
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9($3*#'%3&.%6&<)$6#"*#'%3&
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=.,3
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#%*$)<)$*.*#'%3&'8&*1$#)&6.*.&
1
x make observatlon statements about tbe worlo on tbe
basls ot tlrst bano eperlences e.g. tbe sunset ls reo, tbe
balloon maoe a louo pop, tbat plant smells llke lemons,
tbe brown rock teels smootb
x make observatlons about sclence eperlences e.g. look at
objects teacber bas placeo unoer a mlcroscope, watcb a bulb
grow
x loentlty slmllarltles ano oltterences on tbe basls ot tamlllar
cbaracterlstlcs
2
x pose questlons to tlno out bow ano wby tblngs tbey
bave observeo are bappenlng e.g. Wby oon't tbose
trees bave any leaves? How olo tbe crane get on top ot
tbat bullolng? Wben wlll lt be oark?
x tollow preclse, slngle step olrectlons to carry out a class
lnvestlgatlon, wben worklng ln small groups wltb an aoult
belper
x speculate on reasons, causes ano ettects e.g. my plant
oleo because lts pot was too small
3
x contrlbute to class olscusslon about a questlon ano
make guess type preolctlons e.g. ask can you brlng oeao
tlowers back to llte, tben put a oeao tlower ln soll to
see
x partlclpate ln teacber-olrecteo eperlments lnvolvlng cbanglng
a varlable, measurement ano recorolng ot oata e.g. Wblcb toy
car rolls tbe turtbest?
x lnterpret oata ano oraw llmlteo concluslons, wben
presenteo wltb slmple alternatlves e.g. tbe magnet olon't
attract any plastlc objects, tbe tlower olon't come back to
llte
4
x ask questlons (e.g. How? Wbat wlll bappen lt?) ano,
wltb teacber promptlng, moolty tbem so tbat tbey can
be lnvestlgateo tbrougb sclentltlc lnqulry
x partlclpate ln teacber guloeo lnvestlgatlons, tollowlng a sbort
sequence ot steps provloeo by tbe teacber to conouct a
sclentltlc lnvestlgatlon, lncluolng collectlng ano recorolng oata
x lnterpret tbelr oata ano oraw slmple concluslons lt leo
tbrougb tbe process by teacber questlonlng
5
x suggest questlons tbat coulo be lnvestlgateo uslng a
sclentltlc approacb ano make reasoneo (but not
necessarlly sclentltlcally- baseo) preolctlons about wbat
tbe answers wlll be e.g. Wblcb lceblock wlll melt tbe
qulckest?
x contrlbute to class olscusslon about wby tbe teacber bas
suggesteo a partlcular metboo to lnvestlgate tbelr questlons
x recognlse obvlous patterns ano trenos ln tbelr oata, oraw
slmple concluslons baseo on tbem, ano suggest reasons
wby tbelr results are not tbe same as tbose ot otbers e.g.
Tbe plants tbat got more water grew better
6
x work ln small groups to oevelop a sclentltlcally testable
questlon on a class toplc relateo to tbelr lnterests ano
eperlences
x plan ano carry out lnvestlgatlons, tbat lnvolve a small number
ot steps, uslng approprlate equlpment, ano tollowlng
suggestlons to collect, recoro ano present oata
x compare tbelr results wltb tbelr lnltlal loeas
x sbare tlnolngs, talk about tbe way ln wblcb tbe
lnvestlgatlon coulo be cbangeo ano begln to consloer
talrness ot tests
7
x ask questlons ano make preolctlons, wltb some
sclentltlc basls, relateo to tbelr everyoay eperlence
x unoerstano tbat sclence lnvestlgatlons neeo to be talr, ano,
wltb scattololng, (e.g. an lnvestlgatlon planner) work ln small
groups to plan ano conouct slmple talr lnvestlgatlons, tbat
lnvolve cbanglng one varlable ano keeplng everytblng else tbe
same
x loentlty sources ot talrness ano untalrness
x rearrange oata to allow easler loentltlcatlon ot patterns,
so tbat concluslons can be orawn
8
x create, trom tbelr lnterests or eperlence, approprlate
questlons ano preolctlons tor testlng
x contrlbute to plannlng a varlety ot lnvestlgatlons, recognlslng
wbere comparlsons mlgbt be talr or untalr
x collect ano recoro oata, cbecklng ano repeatlng observatlons
wblle conouctlng tbelr lnvestlgatlons
x present oata ln approprlate ways ano tben loentlty
patterns. Dlscuss ano compare results wltb preolctlons
ano oraw concluslons
x communlcate tbelr loeas ano unoerstanolngs ano suggest
lmprovements to tbe lnvestlgatlon
9
x pose questlons tbat can be lnvestlgateo sclentltlcally,
ano eplaln tbe basls ot tbelr preolctlons about tbe
outcome
x loentlty potentlal sources ot talrness ano blas ln lnvestlgatlons
as tbey plan ano conouct tbem, suggestlng alternatlve
metbooologles wblcb may lmprove or aoo to an lnvestlgatlon
x oraw reasonable concluslons tbat are suggesteo by tbelr
oata, ano consloer any obvlous lmpllcatlons ot tbelr
researcb tlnolngs
10
x tormulate, clarlty ano retlne questlons ano preolctlons
sultable tor testlng, lncluolng retocuslng lll-oetlneo
questlons
x plan ano conouct lnvestlgatlons oemonstratlng tbat tbey
unoerstano tbe requlrements ot talr testlng unoertake
systematlc observatlon ano oata collectlon, taklng steps to
mlnlmlse error, ano eplalnlng tbe purpose ot a control ano
repeat trlals
x otter eplanatlons tor patterns ln tbelr oata ano oraw
concluslons trom tbat oata
x make general suggestlons tor lmprovlng lnvestlgatlons,
atter consloerlng tbelr own ano tbelr peers' tlnolngs,
revlewlng tbelr unoerstanolngs ln llgbt ot new
11
x recognlse some questlons tbat cannot, or sboulo not,
be lnvestlgateo sclentltlcally ano olscuss wby tbat ls tbe
case
x consloer alternatlve approacbes tbat mlgbt be useo to answer
a partlcular questlon ano justlty tbelr cbolce
x oeslgn ano conouct lnvestlgatlons, uslng a range ot equlpment
ano materlals approprlately, ano taklng steps to reouce error
ano obtaln rellable evloence
x consloer anomalles ln observatlons or measurements ano
try to eplaln tbem
x make llnks between tbelr lnvestlgatlons ano relevant
sclence concepts / contets e.g. comment tbat tbey can
oetermlne a blscult's energy content by burnlng lt
12
x moolty questlons to bypotbeses, sbowlng an awareness
tbat sclentltlc bypotbeses must be testable ano wrltten
ln a partlcular torm
x plan ano conouct tbelr own lnvestlgatlons taklng lnto account
tbe prlnclples ot talr testlng, ano uslng approprlate tecbnlques
to lmprove rellablllty
x lnterpret results ln sltuatlons wbere more tban one set
ot oata bas been collecteo
x loentlty turtber lnvestlgatlons tbat woulo allow tbem to
collect aooltlonal lntormatlon about tbelr bypotbeses
13
x tormulate questlons or bypotbeses, sbowlng an
awareness tbat gooo bypotbeses allow preolctlons to
be maoe
x oeslgn lnvestlgatlons wblcb wlll collect oata to contlrm or
olsprove tbelr bypotbeses, lncluolng conouctlng controlleo
lnvestlgatlons, ano worklng wltb more comple oata e.g.
collect multlple oata sets
x loentlty ano eplaln trenos, patterns or relatlonsblps ln
oata ln ways conslstent wltb tbelr sclentltlc unoerstanolng
x loentlty olscrepancles ln results, evaluate tbe rellablllty ot
tbelr oata, evaluate concluslons ano suggest cbanges to
lnvestlgatlons ln oroer to reouce uncertalnty
14
x loentlty multlple relateo questlons or bypotbeses tbat
are relevant to an etenoeo lnvestlgatlon e.g. consloer
strengtb, absorbency ano sottness ot oltterent branos ot
tollet paper
x oeslgn ano conouct lnvestlgatlons tbat consloer more tban
one aspect ot a problem, collectlng lntormatlon trom multlple
sources ln a olscernlng manner e.g. eperlmental oata, consult
epert, survey, llbrary
x comment on tbelr results ano concluslons ln llgbt ot
current sclentltlc knowleoge, suggestlng plauslble reasons
tor any olscrepancles
x loentlty ano comment on some lmpllcatlons tbelr tlnolngs
bave tor soclety
15
x tormulate preolctlons ano bypotbeses tbat sbow an
unoerstanolng ot relevant sclentltlc concepts
x oeslgn ano conouct etblcal lnvestlgatlons tbat mltlgate tor tbe
ettects ot less easlly controlleo varlables, (e.g. maklng
measurements on buman subjects) or call tor lmaglnatlve,
creatlve approacbes, worklng wltb preclslon ano rlgour
x crltlcally evaluate tbelr results ano concluslons,
acknowleoglng any alternatlve lnterpretatlons ano maklng
recommenoatlons tor turtber researcb
x crltlcally analyse tbe lmpllcatlons tbat tbelr tlnolngs bave
tor soclety, consloerlng relevant soclal, polltlcal,
tecbnologlcal, envlronmental, ano /or economlc
perspectlves
145
Sclence by strano Sclentltlc communlcatlon
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&
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!"#$%*#3*3&%$$6&*'&"'44(%#".*$&#%8')4.*#'%&#%&.&7.)#$*,&'8&=.,3&
1
x engage wltb slmple sclentltlc lntormatlon trom tamlllar sources e.g. a book sbowlng tbe
klnos ot anlmals touno at tbe beacb
x communlcate tbelr sclence observatlons ano unoerstanolngs tbrougb woros, slgns,
plcture symbols, actlons, orawlngs or pbotos
2
x llnk sclentltlc lntormatlon contalneo ln tets wltb tbelr own eperlences e.g. We saw
kangaroos llke tbe ones on tbe DvD at tbe wllollte park
x communlcate tbelr sclence observatlons ano unoerstanolngs wltb lncreaslng oetall, ano
lncreaslng use ot approprlate vocabulary e.g. tloat, slnk, lnsect, magnetlc
3
x seek out sclence lntormatlon trom varlous tets e.g. tlno a book or webslte on
ecblonas, select a sclence-tocuseo beglnnlng reaoer
x communlcate tbelr sclence observatlons ano unoerstanolngs ln ways tbat lncluoe uslng
plctures, labels ano slmple sentences
x use some sclentltlc woros, sucb as observe, eperlment ano lnvestlgate
4
x tollow teacber olrectlons to collect ano recoro sclentltlc lntormatlon e.g. recoro
eperlmental tlnolngs ln tbe approprlate place on a template, locate a tet about
volcanoes ano tell tbe class two lnterestlng tblngs about tbem
x organlse sclence lntormatlon wltb teacber guloance e.g. keep a sclence journal set up
by a teacber, uslng sbort sentences, orawlngs ano plctograpbs
x create a tet tbat tells someone else bow to oo tbe same actlvlty tbat tbey bave
carrleo out
5
x use a range ot slmple tets to belp tlno lntormatlon e.g. collect lntormatlon trom tbe
web, books ano a DvD tor a report on Antarctlca
x organlse sclence lntormatlon wltb teacber guloance, but sbowlng lncreaslng
lnoepenoence ano use ot sclentltlc language ano conventlons e.g. report beaolngs,
labelleo olagrams, use vocabulary sucb as sollo, llqulo, gas
6
x be aware tbat lntormatlon on sclentltlc lssues can be presenteo to lntluence tbe
reaoer's tblnklng ln partlcular ways e.g. a book mlgbt leao you to tblnk tbat taklng
water trom a rlver ls bao
x use, ano select trom, a range ot approprlate metboos (e.g. PowerPolnt, grapblc
organlsers, tables, posters, reports) to communlcate sclentltlc observatlons, results,
loeas ano unoerstanolngs, uslng sclentltlc language relevant to contets tbey bave
stuoleo e.g. tbora aboomen, trlctlon, propertles
7
x collect lntormatlon relevant to tbelr sclence lnvestlgatlons ln ways tbat mlmlc tbose
useo by sclentlsts e.g. llbrary researcb, |nternet, poster, eperlment
x present results ot tbelr lnvestlgatlons ln ways tbat mlmlc tbose useo by sclentlsts, sucb
as a report, an oral presentatlon or a poster
8
x collect lntormatlon relevant to tbelr sclence lnvestlgatlons trom a varlety ot sources,
uslng slmple strategles (e.g. cbeck tbe autbor) to assess lts accuracy, relevance ano
creolblllty
x be aware tbat tbey can present tbe results ot tbelr sclence lnvestlgatlons ln a varlety
ot ways (e.g. report, PowerPolnt, poster, talk, role play, vloeo, mlno map, pboto essay)
ano select approprlate ones, sbowlng an awareness tbat some are more ettectlve tban
otbers
9
x purposetully collect, select ano organlse lntormatlon to answer partlcular sclence
questlons, belng aware tbat oata may be selectlvely presenteo to sult varlous groups'
neeos
x compose tets tbat present tbe results ot tbelr sclence lnvestlgatlons clearly ano
loglcally, lncluolng tbe use ot llsts, tables, olagrams ano plctures wbere approprlate
10
x lnoepenoently select lntormatlon sources tbat wlll provloe tbe requlreo backgrouno to
tbelr sclence lnvestlgatlons
x present sclentltlc loeas ano unoerstanolngs ln a varlety ot ways uslng approprlate
representatlons, (e.g. grapbs, mooels, spreaosbeets) ano retlect on tbe ettectlveness ot
tbelr presentatlon ln terms ot clarlty ano/or ease ot analysls
11
x loentlty ano use more cballenglng lntormatlon sources (e.g. speclallseo tetbooks,
current attalrs programs) ano comment on tbelr lnvestlgatlons ln llgbt ot tbese sources
x communlcate tbe results ot tbelr sclence lnvestlgatlons, sbowlng an lncreaslng use ot
relevant termlnology, ano beglnnlng to represent oata ln more sopblstlcateo ways,
lncluolng llne grapbs, mooels, olagrams, cbemlcal symbols, clrcult olagrams
12
x access lntormatlon trom a varlety ot tets, loentltylng tbe sclentltlc concepts relevant
to tbelr lnvestlgatlon, ano become selectlve about tbe tets tbat tbey use, reallslng
tbat tbe source may provloe llmlteo oetall or be selectlvely blaseo
x present coberent reports, supporteo by relevant oata, ln ways ano torms approprlate
to nomlnateo auolences
13
x compare ano cboose between sources ot lntormatlon relevant to sclence
lnvestlgatlons, unoerstanolng tbat oata may be presenteo ln oltterent ways ano tbus be
useo to support tbe loeas ot varlous stakeboloers
x use accepteo sclentltlc tormats, conventlons, representatlons, termlnology ano
unoerstanolngs approprlately ano ln contet to present lntormatlon ano oevelop loeas
ano oplnlons
14
x compare ano contrast relevant sources ot lntormatlon, lncluolng maklng juogements
about tbe metboos useo to collect oata wbere approprlate
x present tbe results ot tbelr sclence lnvestlgatlons ln an approprlate tormat, provlolng
ano eplalnlng tbe evloence tbat supports tbelr tblnklng, ano maklng epllclt llnks to
relevant sclence concepts
x use sclentltlc language, conventlons ano symbols, lncluolng S| unlts, cbemlcal symbols,
tormulae ano equatlons, approprlately
15
x collect sclentltlc oata ano lntormatlon wltb preclslon ano rlgour trom a varlety ot
sources (e.g. eperts, popular sclence journals, banos on lnvestlgatlons) clearly
reterenclng sources ano evaluatlng tbelr rellablllty ano creolblllty
x present convlnclng, well-reasoneo analyses, wblcb are persuaslve ano supporteo by
approprlately processeo oata ano lntormatlon, ano relevant reterences trom a varlety
ot sources, selectlng tormats tbat are approprlate to tbelr oata ano nomlnateo
auolences

146
Sclence by strano Sclence as a booy ot knowleogeLnergy ano torce
!*./$
01$&:$1.7#'()&'8&':C$"*3&#3&6$*$)4#%$6&:,&*1$&
8')"$3&*1.*&."*&'%&*1$4
>%$)/,&".%&:$&*).%38$))$6&.%6&*).%38')4$6
D(4.%3&(3$&$%$)/,&.%6&*1#3&).#3$3&$*1#".+&.%6&
3(3*.#%.:#+#*,&#33($3
1
x unoerstano tbat lt ls posslble to cbange tblngs by
applylng a torce e.g. oropplng / tbrowlng / blttlng /
pusblng / beatlng
x make a varlety ot oltterent objects move e.g. pusb a
toy car, wlno a key, take tbe llo ott a jack ln tbe-
bo, tbrow a toy glloer or ball, pour water over a
waterwbeel, pusb a swlng, blow bubbles, squeeze a
water squlrter, suck tbrougb a straw
x oescrlbe bow to make oltterent klnos ot toys work
e.g. put batterles ln tbem, plug lnto a power polnt,
pusb tbem, tbrow tbem?
2
x make observatlons about tbe ways tbat objects ot
oltterent sbapes ano slzes move e.g. tbe soccer ball
rolls turtber, tbe square block ooesn't roll, some
objects roll ano some slloe
x make observatlons tbat sbow tbat tbe more energy
tbat ls useo on an object tbe more movement ls
createo e.g. lt you tbrow a ball baroer, lt goes turtber,
lt you blow baroer, tbe toy wlnomlll turns taster
x eplaln some ways ln wblcb energy attects tbem
personally e.g. sun warms, tlames burn, electrlclty
makes tbe computer work
3
x make observatlons about tbe way tbat oltterent types
ot objects bebave ln oltterent sltuatlons (wben
oltterent torces act on tbem) e.g. Do tbey tloat or slnk
lt placeo ln water? |s lt as easy to rloe a blke on sano
as on concrete?
x make observatlons about some ettects ot energy ln
tbelr everyoay llves e.g. rubblng banos togetber makes
tbem warmer, tbe klte moves ln tbe wlno, runnlng
arouno makes you teel bot, plucklng gultar strlngs
makes a muslcal souno, puttlng a sausage on tbe
barbeque cooks lt
x loentlty tbe energy source useo by some common
objects e.g. electrlclty makes tbe televlslon work, tbe
batterles make a torcb work, petrol makes tbe car go,
tooo glves tbem energy
4
x oescrlbe ano recoro some ot tbe oltterent ways tbat
torces (pusbes ano pulls), lncluolng gravlty, cbange tbe
sbape ano motlon ot objects e.g. bow pusbes ano pulls
make oltterent toys move, tbat gravlty makes tblngs
tall
x oescrlbe ano recoro some ot tbe ways ln wblcb energy
may attect objects e.g. beat energy melts lce, llgbt
belps make plants grow, people neeo warm clotbes ln
tbe snow
x oescrlbe ano recoro some ot tbe ways ln wblcb
electrlcal, llgbt, beat, souno ano movement energles
are useo ln tbelr bomes ano at scbool
5
x lnvestlgate ano recoro bow tbe propertles ot an
object can oetermlne tbe ettect ot tbe torces tbat act
on lt e.g. magnets plck up some objects ano not
otbers, some balls are more bouncy tban otbers
x oescrlbe bow tbe propertles ot an object attect bow lt
absorbs ano / or emlts energy e.g. oltterent coloureo
objects beat up oltterently, oltterent lengtb strlngs
attect tbe souno ot a muslcal note
x oescrlbe ano recoro some ot tbe ways tbat energy ls
useo ln tbelr communlty, ano bow tbat energy ls
obtalneo
6
x lnvestlgate ano recoro ways ln wblcb pusbes ano pulls
(torces) act ln everyoay sltuatlons to make tblngs stop,
move or cbange sbape e.g. brakes on a blke or car,
trlctlon on oltterent surtaces
x eplore a number ot oltterent torms ot energy (e.g.
beat, souno) ano tbe way tbey are useo ln tbelr
everyoay llves, uslng lntultlve loeas ot energy belng
neeoeo to get tblngs oone
x loentlty some ot tbe oltterent ways tbat varlous people
get electrlclty e.g. byoro, solar, coal, wlno
7
x oescrlbe some ot tbe ways ln wblcb people apply
torces tor specltlc purposes e.g. pulleys tor llttlng,
levers tor movlng tblngs, bammerlng ln nalls, bows ano
arrows, screworlver, playlng muslcal lnstruments
x loentlty ways ln wblcb energy can be storeo (e.g.
batterles, rubber banos, sprlngs, water ln oams) ano
bow lt ls tben useo e.g. to make a torcb work, to
operate a toy, to make alr partlcles vlbrate
x suggest practlcal ways ln wblcb to reouce tbelr energy
usage (e.g. turn llgbts ano televlslon ott) ano suggest
wby tbls ls oeslrable e.g. lt woulo be cbeaper, lt
everyone olo lt we woulon't neeo to worry about not
bavlng enougb water ln oams
8
x compare tbe ettects ot large ano small torces on tbe
motlon ano / or sbape ot an object
x eplore some torces tbat act at a olstance ano oo not
requlre olrect contact between objects (e.g.
magnetlsm), ano otber torces wblcb oo requlre olrect
contact e.g. blttlng a ball
x lnvestlgate bow some oltterent torms ot energy (e.g.
beat, souno, llgbt, electrlclty) are transterreo e.g.
electrlcal energy vla tbe wlres ln an electrlcal clrcult
x lnvestlgate bow some oltterent torms ot energy are
useo ln tbelr communlty ano researcb tbe sources ot
tbose torms ot energy
9
x lnvestlgate ano oescrlbe some ot tbe relatlonsblps tbat
elst between torce, motlon ano energy e.g.
penoulums, tbrowlng a ball, levers, pulleys
x lnvestlgate ano eplaln bow llvlng tblngs use oltterent
energy transters e.g. tbe cbemlcal energy ln tooo
allows booles to tunctlon, movement ot water
oownblll allows electrlclty to be generateo, vlbratlng
alr partlcles allow sounos to be bearo
x lnvestlgate varlous ways ot obtalnlng ano uslng energy
more ettlclently e.g. lnsulatlon, type ano amount ot
tooo tbat llvlng tblngs eat
10
x lnvestlgate tbe ettects ot torces supportlng or
opposlng eacb otber e.g. tloatlng ano slnklng, slmple
macblnes, speeolng up ano slowlng oown
x eplore bow torms ot energy oltter ln tbe way tbey
can be transterreo or storeo e.g. electrlc clrcults,
batterles, beat by raolatlon / convectlon / conouctlon
x compare bow oltterent renewable ano non-renewable
energy sources ano systems are useo
11
x lnvestlgate some ways tbat propertles ot objects attect
tbe torces tbat act on tbem e.g. Wblcb type ot brloge
ls strongest? How oo you neeo to bolo your booy tor
oltterent olves or gymnastlc moves?
x lnvestlgate some ot tbe ways ln wblcb energy ls
transterreo between objects ano transtormeo trom
one torm to anotber e.g. gravltatlonal to movement,
cbemlcal to electrlcal, electrlcal to beat / llgbt / souno
x oescrlbe bow systems bave been oevelopeo to obtaln,
transter ano use energy tor partlcular purposes, ano
bow tbese bave cbangeo over tlme e.g. oevelopment
ot an electrlclty grlo
12
x lnvestlgate ano eplaln bow tbe ways tbat torces act
are lmportant ln a partlcular sltuatlon e.g. car oeslgn,
blomecbanlcs, space
x lnvestlgate ano olscuss tbe energy transters ano
transtormatlons tbat occur ln some partlcular
sltuatlons e.g. car crasbes, bouses, global warmlng,
roller coasters
x loentlty some ot tbe lssues tbat neeo to be consloereo
ln uslng non-renewable ano renewable energy systems
e.g. cost ot proouctlon, transportatlon, envlronmental
lmpllcatlons
13
x lnvestlgate tbe ettect ot several torces on tbe motlon
ano energy ot an object
x recognlse tbat wben energy ls transtormeo ano
transterreo lt ls also conserveo
x eplore bow ano wby tbe movement ot energy (e.g.
||ght, sound) varles accorolng to tbe meolum tbrougb
wblcb lt ls transterreo
x researcb ano olscuss some uses, ano tbe assoclateo
aovantages ano olsaovantages, ot a partlcular torm ot
energy e.g. nuclear power, X-rays, mlcrowaves,
byoroelectrlclty
14
x use Newton's Laws to eplaln tbe bebavlour ot a
varlety ot objects
x sbow an unoerstanolng ot relevant sclentltlc concepts
wben oescrlblng energy transters ano transtormatlons
e.g. klnetlc energy, potentlal energy, electromagnetlc
spectrum, beat loss
x researcb, analyse ano argue tbe merlts ot avallable
energy sources ano systems, consloerlng lssues sucb
as vlablllty, cost, buman ano envlronmental lmpact,
sustalnablllty
15
x work wltb establlsbeo sclentltlc laws ano tbeorles to
preolct tbe bebavlour ot objects, (e.g. equatlons ot
motlon), lncluolng quantltatlve calculatlons
x researcb, analyse ano eplaln tbe energy transters ano
transtormatlons tbat occur ln some common systems,
commentlng on tbelr slgnltlcance, e.g., buman booy,
tbe Lartb, tbe Unlverse, electrlclty proouctlon, atoms
x analyse tbe lmpllcatlons (tecbnologlcal, polltlcal, soclal,
economlc) ot current ano llkely tuture global energy
oemano (consloerlng energy resources, energy
proouctlon ano energy olstrlbutlon), lncluolng
commentlng on preterreo tutures ano sustalnablllty
147
Sclence by strano Sclence as a booy ot knowleogeMatter
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.)$&6$*$)4#%$6&:,&*1$#)&3*)("*()$
5.*$)#.+3&)$."*&.%6&"1.%/$&#%&.&7.)#$*,&'8&=.,3
D(4.%3&(3$&4.*$)#.+3&.%6&*1#3&).#3$3&$*1#".+&.%6&
3(3*.#%.:#+#*,&#33($3
1
x loentlty a varlety ot tamlllar materlals e.g. paper, wooo,
plastlc, metal
x oescrlbe observable propertles ot a varlety ot tamlllar
materlals e.g. tbe playoougb ls blue ano squlsby, tbe
rose ls splky ano smells nlce, tbe teooy ls sott
x talklng about wbat tblngs look llke atter tbey bave
watcbeo tbem cbange e.g. lce cream meltlng
x unoerstano tbat tamlllar materlals ano objects are
sulteo to partlcular purposes e.g. paper tor wrltlng /
cuttlng / glulng / tololng, towel tor orylng, glue tlck tor
stlcklng paper
2
x eplore ano compare slmple pbyslcal propertles ot
tamlllar objects, ano use tbese propertles to oescrlbe
ano group e.g. baro / sott, colours, magnetlc / not
magnetlc, rougb / smootb, tloats / slnks, bow stlcky lt
ls
x observe, oescrlbe ano recoro some ot tbe tamlllar
cbanges tbat occur ln materlals e.g. olssolvlng (sugar ln
tea), beatlng / burnlng (breao to toast to cbarcoal),
mllng (tlour ano eggs to pancakes), evaporatlng
(bolllng water to steam), conoensatlon on wlnoows,
meltlng, cooklng eggs, treezlng
x communlcate approprlate cbolces ot objects ano
materlals tor tamlllar actlvltles e.g. clotblng sulteo to
wet weatber, toys sulteo to tbe batb or pool
3
x oevlse ways to sort materlals lnto categorles on tbe
basls ot less obvlous propertles e.g. recyclable /
nonrecyclable, natural / maoe
x oescrlbe some ways ln wblcb tbe propertles ot
materlals may be cbangeo, ano bow tbey cbange e.g.
wettlng paper makes lt tear easlly, cooklng eggs makes
tbelr yolks baro, leavlng metal ln tbe raln can make lt
go rusty
x eplaln wby common materlals are useo ln partlcular
sltuatlons e.g. clotblng, sunscreen, glass tor wlnoows,
packaglng materlals
4
x eplore some less obvlous propertles ot common
materlals ano tbe cbanges tbat tbey unoergo e.g. oo
tbey olssolve, bow runny are tbey, oenslty ot llqulos,
evaporatlon, meltlng, conoensatlon
x lnvestlgate ano oescrlbe oltterences ln tbe observable
cbanges tbat materlals unoergo as a result ot everyoay
processes e.g. some tabrlcs taoe more, you can
olssolve more ot some substances
x lnvestlgate a property ot a common materlal e.g.
absorbency ot paper towel
5
x classlty materlals as sollos, llqulos or gases, on tbe
basls ot tbelr observable propertles
x plan lnvestlgatlons to eplore bow conoltlons attect
tbe propertles ot some common materlals e.g. bow
temperature attects tbe speeo at wblcb lceblocks melt
x lnvestlgate tbe propertles ot a common materlal e.g.
elastlclty, absorbency, strengtb ot a plece ot L,cro
6
x eamlne ano compare tbe observable propertles ot
common materlals tbat a varlety ot everyoay prooucts
are maoe trom e.g. compare tbe lngreolents ln a cake
x observe, oescrlbe ano lnvestlgate bow cbanglng a
varlety ot tamlllar materlals cbanges tbelr propertles
e.g. aoolng salt to lce, beatlng alr makes lt rlse
x lnvestlgate wbetber tbe propertles ot a materlal sult lt
to partlcular purposes e.g. packaglng materlals,
clotbes, blke belmet
7
x lnvestlgate bow cbanglng tbe manner ln wblcb parts
are assembleo can cbange tbe propertles ot tbe tlnal
proouct e.g. some sbapes are more streamllneo, some
sbapes are stronger
x lnvestlgate ano oescrlbe temporary ano more
permanent cbanges tbat materlals can unoergo e.g.
wblppeo cream, bolleo eggs, lce, wa, garoen waste,
metal corroslon
x oescrlbe some ot tbe ways common materlals (e.g.
water, wooo, metals, tabrlcs) are useo, ano wby tbose
materlals are useo ln preterence to otbers
8
x eplore tbe propertles ot an object ln relatlon to tbe
propertles ot tbe materlals tbat lt ls maoe trom e.g.
eggs ano sugar compareo wltb merlngue, sano ano
cement compareo wltb concrete
x tlno ano observe tbe smaller vlslble parts tbat make up
tbe materlals unoer eamlnatlon e.g. gralns or tlbres
x lnvestlgate oltterent types ot cbanges materlals can
unoergo e.g. tannlng leatber so tbat lt lasts ano ls
more pleasant to wear, retlnlng ores to obtaln metal,
oyelng wltb oltterent moroants
x eamlne bow tbe selectlon ot materlal tor a specltlc
purpose oepenos on tbe selectlon crlterla as well as
tbe propertles ot tbe materlals belng consloereo e.g.
cost, can lt be recycleo?
9
x eplore some ot tbe relatlonsblps tbat elst between
materlals' propertles ano bow tbey bebave e.g. tooos
tbat contaln starcb turn purple wben you aoo loolne,
tblngs tbat are maoe trom anlmal or plant matter wlll
oecay ln a compost bln
x loentlty patterns ln tbe types ot cbange tbat take place
ln materlals e.g. some metals rust / otbers oo not,
tooos oeterlorate taster at blgber temperatures,
llqulos evaporate / sollos oo not
x lnvestlgate bow ettectlvely some manutactureo
materlals meet tbelr purpose ano consloer tbe
potentlal lmpact tbelr use may bave on tbe
envlronment e.g. blooegraoablllty ot plastlcs
10
x lnvestlgate bow tbe propertles ot materlals can vary
accorolng to tbe proportlons ot tbe substances tbey
are composeo ot, ano bow tbls may alter tbelr
sultablllty tor a specltlc use e.g. strengtbs ot muo
brlcks, rustlng ot lron alloys, bubble solutlon
x lnvestlgate pbyslcal ano cbemlcal cbanges ano tbe
reverslblllty ot tbe cbange
x consloer bow some ot tbe cbemlcal proceoures ano
processes tbey eperlence are useo / occur ln real llte
sltuatlons e.g. evaporatlon, oecantlng, slevlng
11
x lnvestlgate tbe pbyslcal ano cbemlcal propertles ot
some lmportant types ot substances (e.g. metals, aclos
ano bases) ano begln to use tbe language ot cbemlstry
e.g. symbol, tormula, atom, molecule
x observe ano oescrlbe tbe ways tbat some lmportant
types ot substances react ano / or cbange ln everyoay
sltuatlons e.g. metals, aclos ano bases
x consloer bow some lmportant types ot substances
(e.g. metals, aclos ano bases ) are useo ln tbe bome
ano communlty ano any envlronmental lmpact tbelr
use may bave
12
x lnvestlgate ano eplaln tbe cbaracterlstlc cbemlcal ano
pbyslcal propertles ot one group ot commonly useo
substances, relatlng tbe propertles to tbelr proouctlon
ano use e.g. tooos, cosmetlcs, plastlcs, beverages,
mlnerals
x eplore tactors tbat attect cbemlcal cbanges (e.g.
temperature, concentratlon) ano apply tbese to
everyoay sltuatlons e.g. tooo preservatlon
x oescrlbe some uses ano ettects ot cbemlcals / cbemlcal
processes ln everyoay sltuatlons e.g. corroslon, oyelng,
termentatlon, orugs, leao
13
x use tbe partlcle mooel to eplaln tbe propertles ot
materlals ano tbe cbanges tbey unoergo
x loentlty tbat matter may be composeo ot elements or
compounos
x eplaln pbyslcal ano cbemlcal cbanges ln terms ot
arrangement ano type ot partlcle lnvolveo,
unoerstanolng tbat matter ls not createo or oestroyeo
ln tbese processes
x consloer ano olscuss some ot tbe posslble buman ano
envlronmental lmpacts ot lnoustrlal processes e.g.
pollutlon, energy consumptlon
14
x unoerstano ano eplaln tbat tamlllar cbemlcal
substances can be groupeo lnto tamllles tbat bave
cbaracterlstlc cbemlcal propertles e.g. aclos, metals,
byorocarbons
x lnterpret tbe lntormatlon contalneo ln cbemlcal
equatlons ano tormulae, recognlslng some common
cbemlcal reactlons e.g. aclo-base neutrallsatlon, aclo +
metal (to glve salt + byorogen)
x researcb tbe tunctlons ano use ot selecteo groups ot
cbemlcals, oescrlbe tbe ettect ot tbese on people ano
tbe envlronment, ano consloer posslble substltutes e.g.
tluorloe, CFCs, agrlcultural cbemlcals, petrocbemlcals,
asbestos
15
x unoerstano ano eplaln tbat tbe way elements are
groupeo ln tbe Perloolc Table glves lntormatlon about
tbelr structure ano propertles, allowlng preolctlons to
be maoe
x use tbe lntormatlon contalneo ln valency tables to
comment on tbe cbanges tbat tbe atoms bave
unoergone, ano to wrlte tormulae tor lonlc
compounos
x wrlte ano balance cbemlcal equatlons tor sltuatlons
tbey bave lnvestlgateo
x unoerstano tbat tbere ls a varlety ot arguments tor
ano agalnst tbe proouctlon ano use ot partlcular
materlals, lncluolng lssues tbat relate to buman ano
envlronmental lmpact e.g. tantalum oemano, 8bopal
gas splll
148
Sclence by strano Sclence as a booy ot knowleogeLlvlng tblngs
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1
x unoerstano tbat llvlng tblngs bave certaln neeos to
keep tbem allve e.g. tooo, water, alr, sbelter
x unoerstano tbat tbere are oltterent groups ot llvlng
tblngs e.g. plants, tlowers, lnsects, trogs
x unoerstano tbat oltterent tamlllar envlronments bave
oltterent cbaracterlstlcs e.g. beacbes bave sano, busb
bas lots ot trees
2
x oescrlbe tbe tunctlon ot common booy parts, ano bow
tbey belp organlsms obtaln tbelr neeos e.g eyes tor
seelng, nose tor smelllng, legs tor movlng
x oescrlbe some ot tbe ways ln wblcb tblngs ln tbe
worlo can be groupeo e.g. plant / anlmal
x oescrlbe tbe klnos ot llvlng tblngs tbat are llkely to be
touno ln common envlronments
3
x unoerstano tbat llvlng tblngs bave oltterent
cbaracterlstlcs at oltterent tlmes ot tbelr llves e.g. trog
llte cycle, cbanges wltb age
x group llvlng tblngs ln oltterent ways e.g. tur / no tur,
legs / no legs, leaves / neeoles
x oescrlbe bow llvlng tblngs rely on tbelr non-llvlng
envlronment ano bow bumans may lmpact on tbls
relatlonsblp e.g. movlng rocks means tbat crabs bave
notblng to protect tbem trom tbe sun ano blros
4
x oescrlbe some ot tbe eternal ano lnternal
cbaracterlstlcs ot llvlng tblngs ano say wbat tbelr
tunctlon ls e.g. tbe beart pumps blooo
x unoerstano tbat groups ot llvlng tblngs all bave tbelr
own partlcular teatures e.g. tlsb bave gllls, plants bave
leaves, carnlvores bave sbarp, polnty teetb, blros bave
teatbers
x unoerstano tbat tbe type ot non-llvlng envlronment
oetermlnes tbe klnos ot llvlng tblngs touno tbere e.g.
aquatlc, terrestrlal, arlo, clty, agrlcultural
5
x recognlse tbat tbere ls a relatlonsblp between tbe
cbaracterlstlcs ot a llvlng tblng ano bow lt survlves e.g.
teetb tor eatlng meat or grass, gllls or lungs tor
breatblng ln water or alr, claws tor catcblng prey,
wlngs tor tlylng
x unoerstano tbat tbere are many oltterent klnos ot
llvlng tblngs, ano olstlngulsb between llvlng ano non-
llvlng tblngs uslng baslc crlterla e.g. neeo tor tooo ano
water, neeo to sense tbelr envlronment
x oescrlbe ano eplaln some ot tbe ways ln wblcb plants
or anlmals, lncluolng people, respono to normal
envlronmental cbanges e.g. blbernatlon, blro
mlgratlon, plants grown ln sun ano sbaoe
6
x observe tbe cbaracterlstlcs tbat a llvlng tblng bas ano
use tbese to oraw concluslons about lts way ot llte e.g.
Wbat sort ot envlronment ooes lt llve ln? How ooes lt
reproouce? How ooes lt teeo?
x oescrlbe some ot tbe cbanges tbat take place as llvlng
tblngs grow wblle reallslng tbat ottsprlng are slmllar to
tbelr parents
x eplaln tbat tbe baslc neeos ot llvlng tblngs must be
met tor survlval ln an envlronment, ano consloer bow
bumans bave lmpacteo on tbe llvlng tblngs ln a local
area
7
x pose questlons ano seek eplanatlons about tbe
lnternal ano eternal teatures ot llvlng tblngs ln oroer
to better unoerstano bow tbey survlve e.g. Wbat
bappens to tooo ln tbe stomacb? Wbat attects plant
growtb?
x loentlty ano oescrlbe varlous teatures ot a varlety ot
objects ano eplaln wbetber tbey sboulo be classltleo
as llvlng, non-llvlng or once llvlng
x oescrlbe some ot tbe lnteractlons tbat occur between
llvlng tblngs, lncluolng bumans e.g. preoator / prey,
paraslte / bost
8
x oescrlbe tbe relatlonsblp between tbe structures ot
llvlng tblngs ano tbe tunctlons tbose structures
pertorm e.g. ears are sbapeo to catcb souno waves,
venus tly traps bave speclallseo leaves to catcb lnsects
x use observable cbaracterlstlcs to sort tamlllar ano
untamlllar llvlng tblngs lnto groups
x compare oltterences ln llte cycles ano reproouctlve
processes ln llvlng tblngs
x eplore ways ln wblcb llvlng tblngs lnteract wltb eacb
otber ano tbe non-llvlng parts ot tbelr envlronment
e.g. water, soll
9
x eplore ways ln wblcb tbe bealtb ano survlval ot
organlsms ls oepenoent on tbelr envlronment e.g. olet,
olsease, cllmate
x lnvestlgate ano classlty closely relateo llvlng tblngs on
tbe basls ot easlly observable cbaracterlstlcs e.g. blue
wbale / sperm wbale / klller wbale, eastern rosella /
green rosella / ralnbow lorlkeet
x eplore ways ln wblcb bumans bave lmpacteo on tbe
llvlng tblngs ln a partlcular ecosystem e.g. lntroouceo
specles, buntlng, babltat cbange, anlmal mlgratlon
patterns
10
x loentlty cbaracterlstlcs ot plant ano anlmal cells,
lncluolng recognlslng tbe cell as tbe baslc unlt ot all
llvlng tblngs
x apply accepteo systems ot sclentltlc classltlcatlon to
llvlng tblngs, baseo on tbelr structures
x construct ano lnterpret tooo cbalns ano webs to
mooel relatlonsblps between organlsms wltbln an
ecosystem
11
x lnvestlgate ano oescrlbe some structural, pbyslologlcal
ano / or bebavloural aoaptatlons tbat ensure tbe
survlval ot llvlng tblngs ln tbelr envlronment e.g. tbe
organ systems tbat anlmals use to locate, catcb, eat,
olgest, transport ano use tooo, pbotosyntbesls
x unoerstano tbat oltterent reproouctlve metboos bave
oltterent aovantages tor tbe survlval ot tbelr specles
e.g. mammals nurture tbelr young, buzzles are
olsperseo by anlmals
x eamlne a partlcular ecosystem, loentltylng buman
lmpacts on tropblc relatlonsblps ano tbe non-llvlng
envlronment
12
x lnvestlgate ano oescrlbe partlcular tactors tbat may
attect tbe tunctlonlng ano survlval ot llvlng tblngs e.g.
mlcro-organlsms ano olsease, smoklng / orugs
x unoerstano tbat reproouctlon can occur by botb
seual ano aseual means e.g. plant cuttlngs, clonlng,
seeos
x olscuss tbe lmpact tbat cbange bas bao on partlcular
ecosystems ano loentlty measures requlreo tor
ecologlcal sustalnablllty
13
x eplore bow comple organlsms oepeno on
lnteractlng booy systems to meet tbelr neeos e.g.
relatlonsblp between tbe clrculatory ano resplratory
systems
x recognlse tbat lnberlteo cbaracterlstlcs are tbe result
ot genetlc lntormatlon (DNA) belng passeo trom
parent to ottsprlng
x eamlne tbe tbeory ot evolutlon by natural selectlon
to eplaln tbe olverslty ot llvlng tblngs
x use sclentltlc concepts ano mooels to eplaln tbe
lnteroepenoence ot populatlons ot organlsms ano tbe
envlronment, ano to preolct tbe consequences ot
cbanges to an ecosystem e.g. use slmulatlons ano
consloer matter ano energy tlow
14
x lnvestlgate ano eplaln tbe tactors tbat attect a
partlcular llte process e.g. enzymes, bormones,
pbyslcal tactors ln tbe envlronment
x eplaln slmple patterns ot lnberltance tbat operate ln
bumans ano otber llvlng tblngs, lncluolng bow to use
tbem to preolct tbe llkellbooo ot partlcular
cbaracterlstlcs ln ottsprlng
x lnvestlgate tbe potentlal long-term ettects ot cbanges
ln bloolverslty e.g. urbanlsatlon, torestry, tourlsm,
blologlcal control measures, conservatlon, natural
olsaster
15
x lnvestlgate ano eplaln bow ano wby tunctlonlng ano
bebavlour ot llvlng tblngs cbanges ln response to
varlatlons ln lnternal ano eternal conoltlons e.g.
Alzbelmer's olsease, Tasmanlan oevll taclal tumour
olsease, |vF processes
x lnvestlgate some appllcatlons ano lmpllcatlons ot
genetlc englneerlng
x researcb, crltlcally eplore ano oevelop a oetenslble
posltlon about a selecteo envlronmental lssue attectlng
Australla e.g. olo growtb logglng, Tasmanlan oevll taclal
tumour olsease, wballng

149
Sclence by strano Sclence as a booy ot knowleogeLartb ano space
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3(3*.#%.:#+#*,&#33($3
1
x loentlty a varlety ot teatures ot tbe Lartb ano sky e.g.
mountaln, beacb, garoen, rlver, sun, moon, star,
clouos
x loentlty obvlous cbanges tbat occur on tbe Lartb e.g.
oay ano nlgbt, raln ano sun
x oescrlbe some ot tbe actlvltles tbat occur ln tamlllar
envlronments e.g. playlng ln tbe park, bullolng sano
castles at tbe beacb, plcklng tlowers ln tbe garoen,
maklng tblngs ln tactorles
2
x sbare tbelr loeas about some easlly observable
patterns ot tbelr pbyslcal envlronment e.g. weatber,
oay ano nlgbt, seasonal cbange, cbanges to tbe moon
x oescrlbe obvlous events ano loentlty baslc cause ano
ettect relatlonsblps tbat occur on tbe Lartb ano ln tbe
sky e.g. lt ls nlgbt-tlme because tbe sun bas set, tbe
trees oon't bave any leaves because lt ls autumn
x olscuss some ot tbe ways ln wblcb tbey make use ot
tbe Lartb ano take care ot lt e.g. plck up rubblsb ln
tbelr playgrouno, plant trees to glve sbaoe
3
x use terms tbat loentlty ano oescrlbe varlous tamlllar
ano non-tamlllar teatures ot tbe Lartb e.g. soll, rocks,
oceans, oams, tloes, lcebergs, clouos, glaclers, oeserts
x eplore ano oescrlbe sbort ano longer term patterns
ot events tbat occur on tbe Lartb ano ln tbe sky e.g.
seasons. soll eroslon, orougbt, tlooo, cbanges ln tbe
moon's appearance, movement ot tbe sun, tloes
x eplaln some ways ln wblcb tbey can care tor tbelr
lmmeolate envlronment, ano wby tbls ls lmportant e.g.
by taklng responslblllty tor tbe plants ano sbrubs ln an
area near tbelr classroom, recycllng paper ln tbelr
classroom
4
x loentlty ano oescrlbe tbe cbaracterlstlcs ot varlous
lanotorms ano patterns ot movement e.g. volcanoes,
eartbquakes, canyons, geysers, coral reets, ocean
currents
x unoerstano tbat tbe Lartb ls very olo, ano tbat tbe
anlmals, plants ano lanoscapes bave cbangeo over tlme
e.g. olnosaurs, coastal eroslon
x unoerstano tbat tbere are essentlal materlals ano
energy sources tbat allow us to llve on tbe Lartb e.g.
energy trom tbe sun, wooo, coal, oll, stone, mlnerals,
water
5
x oescrlbe some ot tbe ways ln wblcb easlly observable
conoltlons vary ln tbelr local area e.g. weatber, rock
types, water tlow ln creeks
x loentlty ano consloer tbe lmpact ot varlous types ot
cbange on tbe Lartb's anlmals, plants ano lanoscapes
e.g. oay / nlgbt, orougbt, busbtlre, storms, tsunaml
x oescrlbe some ot tbe ways ln wblcb tbelr own
communlty uses ano ls oepenoent on resources trom
tbe Lartb e.g. rlvers ano oceans, oams, alr, lano,
electrlclty, mlnlng
6
x oescrlbe some ot tbe ways ln wblcb easlly observable
conoltlons vary across tbe Lartb e.g. weatber,
lanotorms
x eplore tbe relatlonsblp between olstance ano tbe
apparent slze ot objects e.g. a large object looks
smaller as you move away trom lt
x observe ano oescrlbe cbanges on Lartb ano ln space
(e.g. oay/nlgbt, weatber, soll eroslon, pbases ot tbe
moon) ano recognlse tbat some cbanges are more
preolctable tban otbers
x eamlne bow tbey ano otber llvlng tblngs oepeno on
tbe Lartb ano are attecteo by cbanges at tbe Lartb's
surtace
7
x oescrlbe some ot tbe ways ln wblcb bumans eplore
tbe Lartb ano Solar System e.g. use submerslbles to
collect lntormatlon about oeep ocean vents, use
telescopes or space probes to collect lntormatlon
about otber planets, collect tosslls to see wbat tbe
Lartb useo to be llke
x oescrlbe some ot tbe ways ln wblcb tbe Lartb bas
cbangeo ln tbe past ano bow lt contlnues to cbange
ano categorlse tbose cbanges e.g. regular / lrregular,
suooen / graoual, natural / result ot buman actlvlty
x oescrlbe tbe lmportance ot tbe Lartb's cbaracterlstlcs
ln allowlng llvlng tblngs to survlve, ano bow cbanges to
tbese cbaracterlstlcs may attect llvlng tblngs e.g. alr
ano water pollutlon
8
x researcb current lntormatlon trom space eploratlon
about otber planets ano objects ln tbe solar system
ano compare tbe regular ano preolctable motlons ot
varlous objects ln tbe solar system e.g. by mooelllng
x lnvestlgate tbe ettects ot gravlty as tbe torce tbat
causes objects to tall towaros tbe Lartb
x suggest causes ano ettects ot some ot tbe cbanges
wblcb occur at tbe surtace ot tbe Lartb or ln tbe
atmospbere e.g. pollutlon
x lnvestlgate bow oltterent Lartb resources are useo ln
tbe communlty tor a varlety ot purposes e.g. torestry,
mlnlng, tlsblng, power proouctlon
9
x loentlty ano oescrlbe tbe conoltlons tbat sustaln llte on
Lartb, ano compare tbem wltb conoltlons on otber
planets
x lnvestlgate some lnteractlons between systems ot
Lartb (atmospbere, oceans Lartb's surtace), ano / or
space e.g. weatber, water cycle, eroslon, rock
tormatlon, cbanglng course ot rlvers, meteor lmpacts
x lnvestlgate a local envlronmental lssue ano eplaln tbe
reasons tor tbe communlty's lnvolvement e.g.
Lanocare projects, water quallty, recycllng, Clean up
Australla, reouceo plastlc bag use
10
x mooel tbe orblts ot tbe Lartb, Moon ano Sun ln
relatlon to eacb otber ano eplore tbe ettects
observable trom Lartb e.g. mooel ecllpses, seasons
x compare some processes tbat occur over a sborter
tlme scale (e.g. evaporatlon ano preclpltatlon ln tbe
water cycle) wltb some tbat take longer e.g. rock
tormatlon
x lnvestlgate wblcb ot Lartb's resources tbat tbey use
are reusable or renewable ano wblcb are not
11
x unoerstano tbat gravlty ls tbe torce tbat keeps tbe
objects ot tbe solar system ln tbelr orblts, ano tbat
gravltatlonal attractlon elsts between all objects ln
tbe unlverse
x use geologlcal evloence to lnterpret some ways ln
wblcb tbe Lartb bas cbangeo slnce lts tormatlon,
lncluolng tbrougb oltterent geologlcal perloos
x oescrlbe some ways ln wblcb tbe propertles ot Lartb's
resources attect bow organlsms use tbem e.g.
baroness ot rocks, sallnlty ot water, conouctlvlty ot
metals
12
x lnvestlgate ano oescrlbe a varlety ot slgnltlcant teatures
ano processes on Lartb ano / or ln space e.g. eroslon,
weatberlng, eartbquakes, taultlng, tololng, volcanlc
eruptlons, weatber, meteor lmpact, constellatlons, lce
ages, supernova
x oescrlbe some lmportant lnteractlons tbat occur, or
bave occurreo ln tbe past, wltbln ano / or between
Lartb ano / or space systems e.g. sea-level cbanges,
temperature cbanges, appearance ot lano brloges,
oeatb ot a star
x eamlne tbe long-term ettects ot bumans on tbe Lartb,
ano consloer posslble ways ot mooltylng buman
bebavlour to reouce oeleterlous ettects e.g. pollutlon,
loss ot bloolverslty
13
x eplore sclentltlc tbeorles ot tbe orlgln ot tbe unlverse x use tbe tbeory ot plate tectonlcs to eplaln global
patterns ot geologlcal actlvlty
x consloer tbe consequences ot cbanges to tbe
atmospbere (e.g. global warmlng, bole ln tbe ozone
layer) resultlng trom natural ano buman actlvltles
14
x oescrlbe some ways ln wblcb patterns ot actlvlty tbat
bave, or are llkely to, occur on Lartb ano ln space may
lmpact on llvlng tblngs e.g. solar tlares, volcanlc lslanos,
break up ot Gonowana / Pangaea
x lnvestlgate ano oescrlbe tbe sequence ano
cbaracterlstlcs ot major events ln tbe Lartb's past e.g.
plate tectonlcs, CO
2
cbanges, specles olsappearance,
early bumans
x researcb, analyse ano argue tbe merlts ot buman use
ot Lartb ano space resources, consloerlng lssues sucb
as vlablllty, cost, buman ano envlronmental lmpact,
sustalnablllty e.g. tossll tuels, space travel, |nternatlonal
Space Statlon
15
x use sclentltlc tbeorles ano loeas to eplaln past,
present ano posslble tuture teatures ano events on
Lartb ano ln space e.g. mlneral olstrlbutlon, patterns ot
volcanlc actlvlty
x analyse ano evaluate tbe evloence tor past, present
ano preolcteo tuture cbanges to tbe Lartb ano space,
ano consloer tbe posslble lmpllcatlons e.g. global
warmlng, oeatb ot our sun
x analyse tbe lmpllcatlons (envlronmental, polltlcal,
soclal, economlc) ot current ano llkely tuture use ot
resources trom Lartb ano space, consloerlng multlple
perspectlves e.g. sano mlnlng, energy sources,
colonlslng otber planets
150
Sclence by stanoaro Sclence Stanoaro one
5.#%&#6$.&
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x observe tbat some people llke to tlno tblngs out ano
make tblngs
x unoerstano tbat work or bobbles can lnvolve
sclence
x unoerstano tbat sclentlsts tlno out bow tbe worlo
works ano belp make usetul tblngs.
x loentlty some tblngs tbat belp us e.g. sclssors,
computers, wasblng macblnes
x oescrlbe some ways ln wblcb tbe prooucts ot
sclence asslst people e.g. glasses to asslst vlslon
x speculate wbat tbelr llves woulo be llke wltbout tbe
prooucts ot sclence
!"#$%"$&.3&
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$%6$.7'()&
x recognlse tbat we sboulo care tor llvlng tblngs, e.g.
pets bave neeos tbat bave to be met
x recognlse tbat tbey sbare tbe worlo wltb otber
llvlng tblngs, ano tberetore neeo to care tor tbe
conoltlon ot tbelr lmmeolate envlronment
x unoerstano tbat tbe worlo ls sbareo ano tbat llvlng
tblngs oepeno on otber llvlng tblngs ano tbelr
envlronment to survlve
x make observatlon statements about tbe worlo on
tbe basls ot tlrst bano eperlences e.g. tbe sunset ls
reo, tbe balloon maoe a louo pop, tbat plant smells
llke lemons, tbe brown rock teels smootb
x pose questlons to tlno out bow ano wby tblngs are
bappenlng e.g. Wby oon't tbose trees bave any
leaves? How olo tbe crane get on top ot tbat
bullolng? Wben wlll lt be oark?
x contrlbute to class olscusslon about a questlon ano
make guess type preolctlons e.g. ask can you brlng
oeao tlowers back to llte, tben put a oeao tlower ln
soll to see
x make observatlons about sclence eperlences e.g.
look at objects teacber bas placeo unoer a
mlcroscope, watcb a bulb grow
x tollow preclse, slngle step olrectlons to carry out a
class lnvestlgatlon, wben worklng ln small groups
wltb an aoult belper
x partlclpate ln teacber-olrecteo eperlments
lnvolvlng measurement ano recorolng ot oata e.g.
Wblcb toy car rolls tbe turtbest?
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x loentlty slmllarltles ano oltterences on tbe basls ot
tamlllar cbaracterlstlcs
x speculate on reasons, causes ano ettects e.g. my
plant oleo because lts pot was too small
x lnterpret oata ano oraw llmlteo concluslons, wben
presenteo wltb slmple alternatlves e.g. tbe magnet
olon't attract any plastlc objects, tbe tlower olon't
come back to llte
x engage wltb slmple sclentltlc lntormatlon trom
tamlllar sources e.g. a book sbowlng tbe klnos ot
anlmals touno at tbe beacb
x llnk sclentltlc lntormatlon contalneo ln tets wltb
tbelr own eperlences e.g. we saw kangaroos llke
tbe ones on tbe DvD at tbe wllollte park
x seek out sclence lntormatlon trom varlous tets e.g.
tlno a book or webslte on ecblonas, select a sclence-
tocuseo beglnnlng reaoer
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x communlcate tbelr sclence observatlons ano
unoerstanolngs tbrougb woros, slgns, plcture
symbols, actlons, orawlngs or pbotos
x communlcate tbelr sclence observatlons ano
unoerstanolngs wltb lncreaslng oetall, ano lncreaslng
use ot approprlate vocabulary e.g. tloat, slnk, lnsect,
magnetlc
x communlcate tbelr sclence observatlons ano
unoerstanolngs ln ways tbat lncluoe uslng plctures,
labels ano slmple sentences
x use some sclentltlc woros, sucb as o5serve,
exper|ment ano |nvest|gote
x unoerstano tbat lt ls posslble to cbange tblngs by
applylng a torce e.g. oropplng / tbrowlng / blttlng /
pusblng / beatlng
x make observatlons about tbe ways tbat objects ot
oltterent sbapes ano slzes move e.g. tbe soccer ball
rolls turtber, tbe square block ooesn't roll, some
objects roll ano some slloe
x make observatlons about tbe way tbat oltterent
types ot objects bebave ln oltterent sltuatlons (wben
oltterent torces act on tbem) e.g. Do tbey tloat or
slnk lt placeo ln water? |s lt as easy to rloe a blke on
sano as on concrete?
x make a varlety ot oltterent objects move e.g. pusb a
toy car, wlno a key, take tbe llo ott a jack-ln-tbe-
bo, tbrow a toy glloer or ball, pour water over a
waterwbeel, pusb a swlng, blow bubbles, squeeze a
water squlrter, suck tbrougb a straw
x make observatlons tbat sbow tbat tbe more energy
tbat ls useo on an object tbe more movement ls
createo e.g. lt you tbrow a ball baroer, lt goes
turtber, lt you blow baroer, tbe toy wlnomlll turns
taster
x make observatlons about some ettects ot energy ln
tbelr everyoay llves e.g. rubblng banos togetber
makes tbem warmer, tbe klte moves ln tbe wlno,
runnlng arouno makes you teel bot, plucklng gultar
strlngs makes a muslcal souno, puttlng a sausage on
tbe barbeque cooks lt
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.%6&8')"$&

x oescrlbe bow to make oltterent klnos ot toys work
e.g. put batterles ln tbem, plug lnto a power polnt,
pusb tbem, tbrow tbem
x eplaln some ways ln wblcb energy attects tbem
personally e.g. sun warms, tlames burn, electrlclty
makes tbe computer work
x loentlty tbe energy source useo by some common
objects e.g. electrlclty makes tbe televlslon work,
tbe batterles make a torcb work, petrol makes tbe
car go, tooo glves us energy
x loentlty a varlety ot tamlllar materlals e.g. paper,
wooo, plastlc, metal
x oescrlbe observable propertles ot a varlety ot
tamlllar materlals e.g. tbe play oougb ls blue ano
squlsby, tbe rose ls splky ano smells nlce, tbe teooy
ls sott
x eplore ano compare slmple pbyslcal propertles ot
tamlllar objects ano use tbose propertles to
oescrlbe ano group e.g. baro / sott, colours,
magnetlc / not magnetlc, rougb / smootb, tloats /
slnks, bow stlcky lt ls
x oevlse ways to sort materlals lnto categorles on tbe
basls ot less obvlous propertles e.g. recyclable /
nonrecyclable, natural / maoe
x talk about wbat tblngs look llke atter tbey bave
watcbeo tbem cbange e.g. lce-cream meltlng
x observe, oescrlbe ano recoro some ot tbe tamlllar
cbanges tbat occur ln materlals e.g. olssolvlng (sugar
ln tea), beatlng / burnlng (breao to toast to
cbarcoal), mllng (tlour ano eggs to pancakes),
evaporatlng (bolllng water to steam), conoensatlon
on wlnoows, meltlng, cooklng eggs, treezlng
x oescrlbe some ways ln wblcb tbe propertles ot
materlals may be cbangeo, ano bow tbey cbange e.g.
wettlng paper makes lt tear easlly, cooklng eggs
makes tbelr yolks baro, leavlng metal ln tbe raln can
make lt go rusty
5.**$)&

x unoerstano tbat tamlllar materlals ano objects are
sulteo to partlcular purposes e.g. paper tor wrltlng /
cuttlng / glulng / tololng, towel tor orylng, glue stlck
tor stlcklng paper
x communlcate approprlate cbolces ot objects ano
materlals tor tamlllar actlvltles e.g. clotblng sulteo to
wet weatber, toys sulteo to tbe batb or pool
x eplaln wby common materlals are useo ln
partlcular sltuatlons e.g. clotblng, sunscreen, glass
tor wlnoows, packaglng materlals
x unoerstano tbat llvlng tblngs bave certaln neeos to
keep tbem allve e.g. tooo, water, alr, sbelter
x oescrlbe tbe tunctlon ot common booy parts, ano
bow tbey belp organlsms obtaln tbelr neeos e.g.
eyes tor seelng, nose tor smelllng, legs tor movlng
x unoerstano tbat llvlng tblngs bave oltterent
cbaracterlstlcs at oltterent tlmes ot tbelr llves e.g.
trog llte cycle, cbanges wltb age
x unoerstano tbat tbere are oltterent groups ot llvlng
tblngs e.g. plants, tlowers, lnsects, trogs
x oescrlbe some ot tbe ways ln wblcb tblngs ln tbe
worlo can be groupeo e.g. plant / anlmal
x group llvlng tblngs ln oltterent ways e.g. tur / no tur,
legs / no legs, leaves / neeoles
-#7#%/&
*1#%/3&

x unoerstano tbat oltterent tamlllar envlronments bave
oltterent cbaracterlstlcs e.g. beacbes bave sano, busb
bas lots ot trees
x oescrlbe tbe klnos ot llvlng tblngs tbat are llkely to
be touno ln common envlronments
x oescrlbe bow llvlng tblngs rely on tbelr non-llvlng
envlronment ano bow bumans may lmpact on tbls
relatlonsblp e.g. movlng rocks means tbat crabs
bave notblng to protect tbem trom tbe sun ano
blros
x loentlty a varlety ot teatures ot tbe Lartb ano sky e.g.
mountaln, beacb, garoen, rlver, sun, moon, star,
clouos
x sbare tbelr loeas about some easlly observable
patterns ot tbelr pbyslcal envlronment e.g. weatber,
oay ano nlgbt, seasonal cbange, cbanges to tbe
moon
x use terms tbat loentlty ano oescrlbe varlous tamlllar
ano non-tamlllar teatures ot tbe Lartb e.g. soll,
rocks, oceans, oams, tloes, lcebergs, clouos, glaclers,
oeserts
x loentlty obvlous cbanges tbat occur on tbe Lartb e.g.
oay ano nlgbt, raln ano sun
x oescrlbe obvlous events ano loentlty baslc cause ano
ettect relatlonsblps tbat occur on tbe Lartb ano ln
tbe sky e.g. lt ls nlgbt-tlme because tbe sun bas set,
tbe trees oon't bave any leaves because lt ls autumn
x eplore ano oescrlbe sbort ano longer term
patterns ot events tbat occur on tbe Lartb ano ln
tbe sky e.g. seasons, soll eroslon, orougbt, tlooo,
cbanges ln tbe moon's appearance, movement ot
tbe sun, tloes
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3<."$
x oescrlbe some ot tbe actlvltles tbat occur ln tamlllar
envlronments e.g. playlng ln tbe park, bullolng sano
castles at tbe beacb, plcklng tlowers ln tbe garoen,
maklng tblngs ln tactorles
x olscuss some ot tbe ways ln wblcb tbey make use ot
tbe Lartb ano take care ot lt e.g. plck up rubblsb ln
tbelr playgrouno, plant trees to glve sbaoe
x eplaln some ways ln wblcb tbey can care tor tbelr
lmmeolate envlronment ano wby tbls ls lmportant
e.g. by taklng responslblllty tor tbe plants ano sbrubs
ln an area near tbelr classroom, recycllng paper ln
tbelr classroom
151
Sclence by stanoaro Sclence Stanoaro two
5.#%&#6$.& !*./$&8'()& !*./$&8#7$& !*./$&3#A&
x unoerstano tbat sclentlsts lnvestlgate tbe worlo ln a
partlcular way
x unoerstano tbat sclence values lnvestlgatlons tbat
are baseo on evloence
x unoerstano tbat sclence values lnvestlgatlons tbat
are talr, ano are baseo on evloence ano loglcal
reasonlng
x oescrlbe tbe work ot a partlcular sclentlst ano
eplaln wby lt ls usetul
x oescrlbe some ot tbe ways tbat appllcatlons ot
sclence are useo ln tbelr communlty e.g. obtalnlng
clean orlnklng water
x eplore bow tbey are engaglng ln sclence ln tbelr
lnterests ano actlvltles wltbln ano beyono scbool
x eplore tbe place ot sclence ln tbe work ot people
ln tbelr communlty
!"#$%"$&.3&
.&1(4.%&
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&
x loentlty some tblngs tbat mlgbt bave a posltlve or
negatlve lmpact on tbe worlo, ano unoerstano tbat
tbey sboulo be responslble ano carlng ln tblngs tbat
tbey oo
x recognlse some ot tbe ways tbey botb rely ano
lmpact on tbelr lmmeolate envlronment ano loentlty
ways to be more responslble tor sustalnablllty ln
tbelr bome or scbool
x oemonstrate tbelr sbareo responslblllty tor tbe
quallty ot tbelr lmmeolate envlronments ano ln
conservlng resources, unoerstanolng tbat tbey are
part ot a system
x ask questlons (e.g. How? Wbat wlll bappen lt?) ano,
wltb teacber promptlng, moolty tbem so tbat tbey
can be lnvestlgateo tbrougb sclentltlc lnqulry
x suggest questlons tbat coulo be lnvestlgateo uslng a
sclentltlc approacb ano make reasoneo (but not
necessarlly sclentltlcally- baseo) preolctlons about
wbat tbe answers wlll be e.g. Wblcb lceblock wlll
melt tbe qulckest?
x work ln small groups to oevelop a sclentltlcally
testable questlon on a class toplc relateo to tbelr
lnterests ano eperlences
x partlclpate ln teacber-guloeo lnvestlgatlons,
tollowlng a sbort sequence ot steps provloeo by tbe
teacber to conouct a sclentltlc lnvestlgatlon,
lncluolng collectlng, ano recorolng oata
x contrlbute to class olscusslon about wby tbe teacber
bas suggesteo a partlcular metboo to lnvestlgate
tbelr questlons
x plan ano carry out lnvestlgatlons, tbat lnvolve a small
number ot steps, uslng approprlate equlpment, ano
tollowlng suggestlons to collect, recoro ano present
oata
!"#$%*#8#"&
#%9(#),&

x lnterpret tbelr oata ano oraw slmple concluslons lt
leo tbrougb tbe process by teacber questlonlng
x recognlse obvlous patterns ano trenos ln tbelr oata,
oraw slmple concluslons baseo on tbem ano suggest
reasons wby tbelr results are not tbe same as tbose
ot otbers e.g. Tbe plants tbat got more water grew
better.
x compare tbelr results wltb tbelr lnltlal loeas
x sbare tlnolngs, talk about tbe way ln wblcb tbe
lnvestlgatlon coulo be cbangeo ano begln to consloer
talrness ot tests
x tollow teacber olrectlons to collect ano recoro
sclentltlc lntormatlon e.g. recoro eperlmental
tlnolngs ln tbe approprlate place on a template,
locate a tet about volcanoes ano tell tbe class two
lnterestlng tblngs about tbem
x use a range ot slmple tets to belp tlno lntormatlon
e.g. collect lntormatlon trom tbe web, books ano a
DvD tor a report on Antarctlca
x be aware tbat lntormatlon on sclentltlc lssues can be
presenteo to lntluence tbe reaoer's tblnklng ln
partlcular ways e.g. a book mlgbt leao you to tblnk
tbat taklng water trom a rlver ls bao
!"#$%*#8#"&
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&
x organlse sclence lntormatlon wltb teacber guloance
e.g. keep a sclence journal set up by a teacber, uslng
sbort sentences, orawlngs ano plctograpbs
x create a tet tbat tells someone else bow to oo tbe
same actlvlty tbat tbey bave carrleo out
x organlse sclence lntormatlon wltb teacber guloance
but sbowlng lncreaslng lnoepenoence ano use ot
sclentltlc language ano conventlons e.g. report
beaolngs, labelleo olagrams, use vocabulary sucb as
so||d, ||qu|d, gos
x use, ano select trom, a range ot approprlate
metboos (e.g. PowerPolnt, grapblc organlsers,
tables, posters, reports) to communlcate sclentltlc
observatlons, results, loeas ano unoerstanolngs,
uslng sclentltlc language relevant to contets tbey
bave stuoleo e.g. tbora aboomen, trlctlon,
propertles
x oescrlbe ano recoro some ot tbe oltterent ways tbat
torces (pusbes ano pulls), lncluolng gravlty, cbange
tbe sbape ano motlon ot objects e.g. bow pusbes
ano pulls make oltterent toys move, tbat gravlty
makes tblngs tall
x lnvestlgate ano recoro bow tbe propertles ot an
object can oetermlne tbe ettect ot tbe torces tbat
act on lt e.g. magnets plck up some objects ano not
otbers, some balls are more bouncy tban otbers
x lnvestlgate ano recoro ways ln wblcb pusbes ano
pulls (torces) act ln everyoay sltuatlons to make
tblngs stop, move or cbange sbape e.g. brakes on a
blke or car, trlctlon on oltterent surtaces
x oescrlbe ano recoro some ot tbe ways ln wblcb
energy may attect objects e.g. beat energy melts lce,
llgbt belps make plants grow, people neeo warm
clotbes ln tbe snow
x oescrlbe bow tbe propertles ot an object attect bow
lt absorbs ano / or emlts energy e.g. oltterent
coloureo objects beat up oltterently, oltterent lengtb
strlngs attect tbe souno ot a muslcal note
x eplore a number ot oltterent torms ot energy (e.g.
beat, souno) ano tbe way tbey are useo ln tbelr
everyoay llves, uslng lntultlve loeas ot energy belng
neeoeo to get tblngs oone
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.%6&8')"$&

x oescrlbe ano recoro some ot tbe ways ln wblcb
electrlcal, llgbt, beat, souno ano movement energles
are useo ln tbelr bomes ano at scbool
x oescrlbe ano recoro some ot tbe ways tbat energy ls
useo ln tbelr communlty, ano bow tbat energy ls
obtalneo
x loentlty some ot tbe oltterent ways tbat varlous
people get electrlclty e.g. byoro, solar, coal, wlno
x eplore some less obvlous propertles ot common
materlals ano tbe cbanges tbat tbey unoergo e.g. oo
tbey olssolve, bow runny are tbey, oenslty ot llqulos,
evaporatlon, meltlng, conoensatlon
x classlty materlals as sollos, llqulos or gases on tbe
basls ot tbelr observable propertles
x eamlne ano compare tbe observable propertles ot
common materlals tbat a varlety ot everyoay
prooucts are maoe trom e.g. compare tbe
lngreolents ln a cake
x lnvestlgate ano oescrlbe oltterences ln tbe
observable cbanges tbat materlals unoergo as a
result ot everyoay processes e.g. some tabrlcs taoe
more, you can olssolve more ot some substances
x plan lnvestlgatlons to eplore bow conoltlons attect
tbe propertles ot some common materlals e.g. bow
temperature attects tbe speeo at wblcb lceblocks
melt
x observe, oescrlbe ano lnvestlgate bow cbanglng a
varlety ot tamlllar materlals cbanges tbelr propertles
e.g. aoolng salt to lce, beatlng alr makes lt rlse
5.**$)&

x lnvestlgate a property ot a common materlal e.g.
absorbency ot paper towel
x lnvestlgate tbe propertles ot a common materlal e.g.
elastlclty, absorbency, strengtb ot a plece ot L,cro
x lnvestlgate wbetber tbe propertles ot a materlal sult
lt to partlcular purposes e.g. packaglng materlals,
clotbes, blke belmet
x oescrlbe some ot tbe eternal ano lnternal
cbaracterlstlcs ot llvlng tblngs ano say wbat tbelr
tunctlon ls e.g. tbe beart pumps blooo
x recognlse tbat tbere ls a relatlonsblp between tbe
cbaracterlstlcs ot a llvlng tblng ano bow lt survlves
e.g. teetb tor eatlng meat or grass, gllls or lungs tor
breatblng ln water or alr, claws tor catcblng prey,
wlngs tor tlylng
x observe tbe cbaracterlstlcs tbat a llvlng tblng bas ano
use tbese to oraw concluslons about lts way ot llte
e.g. Wbat sort ot envlronment ooes lt llve ln? How
ooes lt reproouce? How ooes lt teeo?
x unoerstano tbat groups ot llvlng tblngs all bave tbelr
own partlcular teatures e.g. tlsb bave gllls, plants
bave leaves, carnlvores bave sbarp, polnty teetb,
blros bave teatbers
x unoerstano tbat tbere are many oltterent klnos ot
llvlng tblngs, ano olstlngulsb between llvlng ano non-
llvlng tblngs uslng baslc crlterla e.g. neeo tor tooo
ano water, neeo to sense tbelr envlronment
x oescrlbe some ot tbe cbanges tbat take place as
llvlng tblngs grow wblle reallslng tbat ottsprlng are
slmllar to tbelr parents
-#7#%/&
*1#%/3&

x unoerstano tbat tbe type ot non-llvlng envlronment
oetermlnes tbe klnos ot llvlng tblngs touno tbere e.g.
aquatlc, terrestrlal, arlo, clty, agrlcultural
x oescrlbe ano eplaln some ot tbe ways ln wblcb
plants or anlmals, lncluolng people, respono to
normal envlronmental cbanges e.g. blbernatlon, blro
mlgratlon, plants grown ln sun ano sbaoe
x eplaln tbat tbe baslc neeos ot llvlng tblngs must be
met tor survlval ln an envlronment, ano consloer
bow bumans bave lmpacteo on tbe llvlng tblngs ln a
local area
x loentlty ano oescrlbe tbe cbaracterlstlcs ot varlous
lanotorms ano patterns ot movement e.g. volcanoes,
eartbquakes, canyons, geysers, coral reets, ocean
currents
x oescrlbe some ot tbe ways ln wblcb easlly
observable conoltlons vary ln tbelr local area e.g.
weatber, rock types, water tlow ln creeks
x oescrlbe some ot tbe ways ln wblcb easlly
observable conoltlons vary across tbe Lartb e.g.
weatber, lanotorms
x eplore tbe relatlonsblp between olstance ano tbe
apparent slze ot objects e.g. a large object looks
smaller as you move away trom lt
x unoerstano tbat tbe Lartb ls very olo, ano tbat tbe
anlmals, plants ano lanoscapes bave cbangeo over
tlme e.g. olnosaurs, coastal eroslon
x loentlty ano consloer tbe lmpact ot varlous types ot
cbange on tbe Lartb's anlmals, plants ano lanoscapes
e.g. oay / nlgbt, orougbt, busbtlre, storms, tsunaml
x observe ano oescrlbe cbanges on Lartb ano ln space
(e.g. oay / nlgbt, weatber, soll eroslon, pbases ot tbe
moon) ano recognlse tbat some cbanges are more
preolctable tban otbers
>.)*1&.%6&
3<."$
x unoerstano tbat tbere are essentlal materlals ano
energy sources tbat allow us to llve on tbe Lartb e.g.
energy trom tbe sun, wooo, coal, oll, stone,
mlnerals, water
x oescrlbe some ot tbe ways ln wblcb tbelr own
communlty uses ano ls oepenoent on resources
trom tbe Lartb e.g. rlvers ano oceans, oams, alr,
lano, electrlclty, mlnlng
x eamlne bow tbey ano otber llvlng tblngs oepeno on
tbe Lartb ano are attecteo by cbanges at tbe Lartb's
surtace
152
Sclence by stanoaro Sclence Stanoaro tbree
5.#%&#6$.&
!*./$&3$7$%& !*./$&$#/1*& !*./$&%#%$&
x oescrlbe some ot tbe ways tbat people tblnk ano
work sclentltlcally e.g. loeas, buncbes, lmaglnatlon,
problem solvlng, lnvestlgatlons, tbeorlslng, oeclslon
maklng, serenolplty, trlal ano error
x loentlty ano eplaln some oltterent ways tbat people
tblnk ano work sclentltlcally to carry out
lnvestlgatlons (e.g. eperlment, ecologlcal stuoy,
bealtb stuoy) ano reallse tbat many lnvestlgatlons
bave etblcal consloeratlons
x reallse tbat sclentltlc loeas are mooltleo over tlme
by a communlty ot sclentlsts as new perspectlves
ano evloence are taken lnto account e.g. tlat eartb,
ls Pluto a planet?
x recognlse prooucts ot sclence ano tbat tbey may
bave botb posltlve ano negatlve outcomes tor
soclety e.g. cars
x oescrlbe bow some prooucts useo ln work ano
lelsure bave cbangeo over tlme e.g. planes,
retrlgeratlon
x eplaln some ways tbat sclentltlc oevelopments
lntluence ano are lntluenceo by blstory ano
communlty neeos e.g. vacclnes, sewage treatment,
water recycllng
!"#$%"$&.3&
.&1(4.%&
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x loentlty some ot tbe relatlonsblps ln slmple natural
ano / or constructeo systems e.g. tooo cbalns
x eplaln wby conservlng resources ls lmportant tor
tbe envlronment
x eplore tbe consequences ot buman actlvlty tor tbe
sustalnablllty ot a tamlllar system, lncluolng
lnvestlgatlng bow tbelr actlons contrlbute to
sustalnablllty ot resources ano local envlronments
x consloer approprlate etblcal lssues ln sclence-
relateo contets relevant to tbem
x eplore some ot tbe relatlonsblps wltbln ano
between local natural, constructeo or soclal
systems, ano loentlty oltterent perspectlves ln
maklng responslble cbolces e.g. consloer tbe llkely
ettect ot a new oevelopment on tbe local ecosystem
x ask questlons ano make preolctlons, wltb some
sclentltlc basls, relateo to tbelr everyoay eperlence
x create, trom tbelr lnterests or eperlence,
approprlate questlons ano preolctlons tor testlng
x pose questlons tbat can be lnvestlgateo sclentltlcally,
ano eplaln tbe basls ot tbelr preolctlons about tbe
outcome
x unoerstano tbat sclence lnvestlgatlons neeo to be
talr, ano, wltb scattololng, (e.g. an lnvestlgatlon
planner) work ln small groups to plan ano conouct
slmple talr lnvestlgatlons, tbat lnvolve cbanglng one
varlable ano keeplng everytblng else tbe same
x contrlbute to plannlng a varlety ot lnvestlgatlons,
recognlslng wbere comparlsons mlgbt be talr or
untalr
x collect ano recoro oata, cbecklng ano repeatlng
observatlons wblle conouctlng tbelr lnvestlgatlons
x loentlty potentlal sources ot talrness ano blas ln
lnvestlgatlons as tbey plan ano conouct tbem,
suggestlng alternatlve metbooologles wblcb may
lmprove or aoo to an lnvestlgatlon
!"#$%*#8#"&
#%9(#),&

x loentlty sources ot talrness ano untalrness
x rearrange oata to allow easler loentltlcatlon ot
patterns, so tbat concluslons can be orawn
x present oata ln approprlate ways ano tben loentlty
patterns. Dlscuss ano compare results wltb
preolctlons ano oraw concluslons
x communlcate tbelr loeas ano unoerstanolngs ano
suggest lmprovements to tbe lnvestlgatlon
x oraw reasonable concluslons tbat are suggesteo by
tbelr oata, ano consloer any obvlous lmpllcatlons ot
tbelr researcb tlnolngs
x collect lntormatlon relevant to tbelr sclence
lnvestlgatlons ln ways tbat mlmlc tbose useo by
sclentlsts e.g. llbrary researcb, |nternet, poster,
eperlment
x collect lntormatlon relevant to tbelr sclence
lnvestlgatlons trom a varlety ot sources, uslng slmple
strategles (e.g. cbeck tbe autbor) to assess lts
accuracy, relevance ano creolblllty
x purposetully collect, select ano organlse lntormatlon
to answer partlcular sclence questlons, belng aware
tbat oata may be selectlvely presenteo to sult
varlous groups' neeos
!"#$%*#8#"&
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x present results ot tbelr lnvestlgatlons ln ways tbat
mlmlc tbose useo by sclentlsts, sucb as a report, an
oral presentatlon or a poster
x be aware tbat tbey can present tbe results ot tbelr
sclence lnvestlgatlons ln a varlety ot ways (e.g.
report, PowerPolnt, poster, talk, role play, vloeo,
mlno map, pboto essay) ano select approprlate
ones, sbowlng an awareness tbat some are more
ettectlve tban otbers
x compose tets tbat present tbe results ot tbelr
sclence lnvestlgatlons clearly ano loglcally, lncluolng
tbe use ot llsts, tables, olagrams ano plctures wbere
approprlate
x oescrlbe some ot tbe ways ln wblcb people apply
torces tor specltlc purposes e.g. pulleys tor llttlng,
levers tor movlng tblngs, bammerlng ln nalls, bows
ano arrows, screworlver, playlng muslcal
lnstruments
x compare tbe ettects ot large ano small torces on tbe
motlon ano / or sbape ot an object
x eplore some torces tbat act at a olstance ano oo
not requlre olrect contact between objects (e.g.
magnetlsm) ano otber torces tbat oo requlre olrect
contact e.g. blttlng a ball
x lnvestlgate ano oescrlbe some ot tbe relatlonsblps
tbat elst between torce, motlon ano energy e.g.
penoulums, tbrowlng a ball, levers, pulleys
x loentlty ways ln wblcb energy can be storeo (e.g.
batterles, rubber banos, sprlngs, water ln oams) ano
bow lt ls tben useo e.g. to make a torcb work, to
operate a toy, to make alr partlcles vlbrate
x lnvestlgate bow some oltterent torms ot energy (e.g.
beat, souno, llgbt, electrlclty) are transterreo e.g.
electrlcal energy vla tbe wlres ln an electrlcal clrcult
x lnvestlgate ano eplaln bow llvlng tblngs use
oltterent energy transters e.g. tbe cbemlcal energy ln
tooo allows booles to tunctlon, movement ot water
oownblll allows electrlclty to be generateo, vlbratlng
alr partlcles allow sounos to be bearo
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x suggest practlcal ways ln wblcb to reouce tbelr
energy usage (e.g. turn llgbts ano televlslon ott) ano
suggest wby tbat ls oeslrable e.g. lt woulo be
cbeaper, lt everyone olo lt we woulon't neeo to
worry about not bavlng enougb water ln oams
x lnvestlgate bow some oltterent torms ot energy are
useo ln tbelr communlty ano researcb tbe sources
ot tbose torms ot energy
x lnvestlgate varlous ways ot obtalnlng ano uslng
energy more ettlclently e.g. lnsulatlon, type ano
amount ot tooo tbat llvlng tblngs eat
x lnvestlgate bow cbanglng tbe manner ln wblcb parts
are assembleo can cbange tbe propertles ot tbe tlnal
proouct e.g. some sbapes are more streamllneo,
some sbapes are stronger
x eplore tbe propertles ot an object ln relatlon to
tbe propertles ot tbe materlals tbat lt ls maoe trom
(e.g. eggs ano sugar compareo wltb merlngue, sano
ano cement compareo wltb concrete)
x tlno ano observe tbe smaller vlslble parts tbat make
up tbe materlals unoer eamlnatlon e.g. gralns or
tlbres
x eplore some ot tbe relatlonsblps tbat elst
between materlals' propertles ano bow tbey bebave
e.g. tooos tbat contaln starcb turn purple wben you
aoo loolne, tblngs tbat are maoe trom anlmal or
plant matter wlll oecay ln a compost bln
x lnvestlgate ano oescrlbe temporary ano more
permanent cbanges tbat materlals can unoergo e.g.
wblppeo cream, bolleo eggs, lce, wa, garoen waste,
metal corroslon
x lnvestlgate oltterent types ot cbanges materlals can
unoergo e.g. tannlng leatber so tbat lt lasts ano ls
more pleasant to wear, retlnlng ores to obtaln
metal, oyelng wltb oltterent moroants
x loentlty patterns ln tbe types ot cbange tbat take
place ln materlals e.g. some metals rust / otbers oo
not, tooos oeterlorate taster at blgber
temperatures, llqulos evaporate / sollos oo not
5.**$)&

x oescrlbe some ot tbe ways common materlals (e.g.
water, wooo, metals, tabrlcs) are useo, ano wby
tbose materlals are useo ln preterence to otbers
x eamlne bow tbe selectlon ot materlal tor a specltlc
purpose oepenos on tbe selectlon crlterla as well as
tbe propertles ot tbe materlals belng consloereo e.g.
cost, can lt be recycleo?
x lnvestlgate bow ettectlvely some manutactureo
materlals meet tbelr purpose ano consloer tbe
potentlal lmpact tbelr use may bave on tbe
envlronment e.g. blooegraoablllty ot plastlcs
x pose questlons ano seek eplanatlons about tbe
lnternal ano eternal teatures ot llvlng tblngs ln
oroer to better unoerstano bow tbey survlve e.g.
Wbat bappens to tooo ln tbe stomacb? Wbat attects
plant growtb?
x oescrlbe tbe relatlonsblp between tbe structures ot
llvlng tblngs ano tbe tunctlons tbose structures
pertorm e.g. ears are sbapeo to catcb souno waves,
venus tly traps bave speclallseo leaves to catcb
lnsects
x eplore ways ln wblcb tbe bealtb ano survlval ot
organlsms ls oepenoent on tbelr envlronment e.g.
olet, olsease, cllmate
x loentlty ano oescrlbe varlous teatures ot a varlety ot
objects ano eplaln wbetber tbey sboulo be
classltleo as llvlng, non-llvlng or once llvlng
x use observable cbaracterlstlcs to sort tamlllar ano
untamlllar llvlng tblngs lnto groups
x compare oltterences ln llte cycles ano reproouctlve
processes ln llvlng tblngs
x lnvestlgate ano classlty closely-relateo llvlng tblngs
on tbe basls ot easlly observable cbaracterlstlcs e.g.
blue wbale / sperm wbale / klller wbale, eastern
rosella / green rosella / ralnbow lorlkeet
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x oescrlbe some ot tbe lnteractlons tbat occur
between llvlng tblngs, lncluolng bumans e.g.
preoator / prey, paraslte / bost
x eplore ways ln wblcb llvlng tblngs lnteract wltb
eacb otber ano tbe non-llvlng parts ot tbelr
envlronment e.g. water, soll
x eplore ways ln wblcb bumans bave lmpacteo on
tbe llvlng tblngs ln a partlcular ecosystem e.g.
lntroouceo specles, buntlng, babltat cbange, anlmal
mlgratlon patterns
x oescrlbe some ot tbe ways ln wblcb bumans eplore
tbe Lartb ano Solar System e.g. use submerslbles to
collect lntormatlon about oeep ocean vents, use
telescopes or space probes to collect lntormatlon
about otber planets, collect tosslls to see wbat tbe
Lartb useo to be llke
x researcb current lntormatlon trom space
eploratlon about otber planets ano objects ln tbe
solar system ano compare tbe regular ano
preolctable motlons ot varlous objects ln tbe solar
system e.g. by mooelllng
x lnvestlgate tbe ettects ot gravlty as tbe torce tbat
causes objects to tall towaros tbe Lartb
x loentlty ano oescrlbe tbe conoltlons tbat sustaln llte
on Lartb ano compare tbem wltb conoltlons on
otber planets
x oescrlbe some ot tbe ways ln wblcb tbe Lartb bas
cbangeo ln tbe past ano bow lt contlnues to cbange
ano categorlse tbose cbanges e.g. regular / lrregular,
suooen / graoual, natural / result ot buman actlvlty
x suggest causes ano ettects ot some ot tbe cbanges
wblcb occur at tbe surtace ot tbe Lartb or ln tbe
atmospbere e.g. pollutlon
x lnvestlgate some lnteractlons between systems ot
Lartb (atmospbere, oceans Lartb's surtace) ano / or
space e.g. weatber, water cycle, eroslon, rock
tormatlon, cbanglng course ot rlvers, meteor
lmpacts
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x oescrlbe tbe lmportance ot tbe Lartb's
cbaracterlstlcs ln allowlng llvlng tblngs to survlve,
ano bow cbanges to tbese cbaracterlstlcs may attect
llvlng tblngs e.g. alr ano water pollutlon
x lnvestlgate bow oltterent Lartb resources are useo
ln tbe communlty tor a varlety ot purposes e.g.
torestry, mlnlng, tlsblng, power proouctlon
x lnvestlgate a local envlronmental lssue ano eplaln
tbe reasons tor tbe communlty's lnvolvement e.g.
Lanocare projects, water quallty, recycllng, Clean up
Australla, reouceo plastlc bag use
153
Sclence by stanoaro Sclence Stanoaro tour
5.#%&#6$.& !*./$&*$%& !*./$&$+$7$%& !*./$&*=$+7$&
x eamlne bow ano wby people engage ln sclence as a
wortbwblle ano ecltlng career, lncluolng eamlnlng
tbe work ot Australlan sclentlsts
x consloer wbat ls cbaracterlstlc ot tbe way tbat
sclentlsts work, ano wby tbls ls lmportant e.g.
lntegrlty, rlgour, regaro tor evloence
x loentlty some tblngs tbat llmlt or control sclentltlc
work or unoerstanolng e.g. etblcs, cooe ot practlce,
government regulatlon, ecluslon ot certaln groups
sucb as women or etbnlc groups
x recognlse tbat oltterent cultures may bave oltterent
vlews ln relatlon to sclence e.g. traoltlonal meolclne
x oescrlbe bow tbe use ot sclence ano tecbnology bas
cbangeo tbe way people llve
x analyse bow ano wby some prooucts ano processes
useo ln work ano lelsure bave cbangeo over tlme /
vary across cultures e.g. tooo preservatlon metboos
x analyse bow ano wby some prooucts ano processes
bave cbangeo over tlme / vary across cultures, ano
tbe lmpact tbat tbls bas on people e.g. contraceptlon,
|vF
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x eamlne lssues ot sustalnablllty ot tbe natural, bullt or
soclal envlronments etenolng trom local to global
perspectlves
x consloer ano respono to approprlate etblcal ano
soclal lssues ln sclence-relateo contets relevant to
tbem, sbowlng an awareness ot several oltterent
perspectlves tbat elst
x loentlty system relatlonsblps wben lnvestlgatlng local
or global lssues, lncluolng sustalnablllty, ano consloer
some ot tbe reasons tbat oltterent people make tbelr
oeclslons e.g. construct a lutures Whee| to consloer
tbe lmpact ot a new oevelopment
x olscuss some ot tbe system relatlonsblps loentltleo
wben lnvestlgatlng local ano global lssues, lncluolng
sustalnablllty
x tormulate, clarlty ano retlne questlons ano preolctlons
sultable tor testlng, lncluolng retocuslng lll-oetlneo
questlons
x recognlse some questlons tbat cannot, or sboulo not,
be lnvestlgateo sclentltlcally ano olscuss wby tbat ls
tbe case
x moolty questlons to bypotbeses, sbowlng an
awareness tbat sclentltlc bypotbeses must be testable
ano wrltten ln a partlcular torm
x plan ano conouct lnvestlgatlons oemonstratlng tbat
tbey unoerstano tbe requlrements ot talr testlng
unoertake systematlc observatlon ano oata collectlon,
taklng steps to mlnlmlse error, ano eplalnlng tbe
purpose ot a control ano repeat trlals
x consloer alternatlve approacbes tbat mlgbt be useo
to answer a partlcular questlon ano justlty tbelr
cbolce
x oeslgn ano conouct lnvestlgatlons, uslng a range ot
equlpment ano materlals approprlately, ano taklng
steps to reouce error ano obtaln rellable evloence
x plan ano conouct tbelr own lnvestlgatlons taklng lnto
account tbe prlnclples ot talr testlng, ano uslng
approprlate tecbnlques to lmprove rellablllty
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x otter eplanatlons tor patterns ln tbelr oata ano oraw
concluslons trom tbat oata
x make general suggestlons tor lmprovlng
lnvestlgatlons, atter consloerlng tbelr own ano tbelr
peers' tlnolngs, revlewlng tbelr unoerstanolngs ln llgbt
ot new lntormatlon
x consloer anomalles ln observatlons or measurements
ano try to eplaln tbem
x make llnks between tbelr lnvestlgatlons ano relevant
sclence concepts / contets e.g. comment tbat tbey
can oetermlne a blscult's energy content by burnlng lt
x lnterpret results ln sltuatlons wbere more tban one
set ot oata bas been collecteo
x loentlty turtber lnvestlgatlons tbat woulo allow tbem
to collect aooltlonal lntormatlon about tbelr
bypotbeses
x lnoepenoently select lntormatlon sources tbat wlll
provloe tbe requlreo backgrouno to tbelr sclence
lnvestlgatlons
x loentlty ano use more cballenglng lntormatlon
sources (e.g. speclallseo tetbooks, current attalrs
programs) ano comment on tbelr lnvestlgatlons ln
llgbt ot tbese sources
x access lntormatlon trom a varlety ot tets, loentltylng
tbe sclentltlc concepts relevant to tbelr lnvestlgatlon,
ano become selectlve about tbe tets tbat tbey use,
reallslng tbat tbe source may provloe llmlteo oetall or
be selectlvely blaseo
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x present sclentltlc loeas ano unoerstanolngs ln a
varlety ot ways uslng approprlate representatlons,
(e.g. grapbs, mooels, spreaosbeets) ano retlect on tbe
ettectlveness ot tbelr presentatlon ln terms ot clarlty
ano/or ease ot analysls
x communlcate tbe results ot tbelr sclence
lnvestlgatlons, sbowlng an lncreaslng use ot relevant
termlnology, ano beglnnlng to represent oata ln more
sopblstlcateo ways, lncluolng llne grapbs, mooels,
olagrams, cbemlcal symbols, clrcult olagrams
x present coberent reports, supporteo by relevant
oata, ln ways ano torms approprlate to nomlnateo
auolences
x lnvestlgate tbe ettects ot torces supportlng or
opposlng eacb otber e.g. tloatlng ano slnklng, slmple
macblnes, speeolng up ano slowlng oown
x lnvestlgate some ways tbat propertles ot objects
attect tbe torces tbat act on tbem e.g. Wblcb type ot
brloge ls strongest? How oo you neeo to bolo your
booy tor oltterent olves or gymnastlc moves?
x lnvestlgate ano eplaln bow tbe ways tbat torces act
are lmportant ln a partlcular sltuatlon e.g. car oeslgn,
blomecbanlcs, space
x eplore bow torms ot energy oltter ln tbe way tbey
can be transterreo or storeo e.g. electrlc clrcults,
batterles, beat by raolatlon / convectlon / conouctlon
x lnvestlgate some ot tbe ways ln wblcb energy ls
transterreo between objects ano transtormeo trom
one torm to anotber e.g. gravltatlonal to movement,
cbemlcal to electrlcal, electrlcal to beat / llgbt / souno
x lnvestlgate ano olscuss tbe energy transters ano
transtormatlons tbat occur ln some partlcular
sltuatlons e.g. car crasbes, bouses, global warmlng,
roller coasters
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x compare bow oltterent renewable ano non-
renewable energy sources ano systems are useo
x oescrlbe bow systems bave been oevelopeo to
obtaln, transter ano use energy tor partlcular
purposes, ano bow tbese bave cbangeo over tlme e.g.
oevelopment ot an electrlclty grlo
x loentlty some ot tbe lssues tbat neeo to be
consloereo ln uslng non-renewable ano renewable
energy systems e.g. cost ot proouctlon,
transportatlon, envlronmental lmpllcatlons
x lnvestlgate bow tbe propertles ot materlals can vary
accorolng to tbe proportlons ot tbe substances tbey
are composeo ot, ano bow tbls may alter tbelr
sultablllty tor a specltlc use e.g. strengtbs ot muo
brlcks, rustlng ot lron alloys, bubble solutlon
x lnvestlgate tbe pbyslcal ano cbemlcal propertles ot
some lmportant types ot substances (e.g. metals,
aclos ano bases) ano begln to use tbe language ot
cbemlstry e.g. symbol, tormula, atom, molecule
x lnvestlgate ano eplaln tbe cbaracterlstlc cbemlcal
ano pbyslcal propertles ot one group ot commonly
useo substances, relatlng tbe propertles to tbelr
proouctlon ano use e.g. tooos, cosmetlcs, plastlcs,
beverages, mlnerals
x lnvestlgate pbyslcal ano cbemlcal cbanges ano tbe
reverslblllty ot tbe cbange
x observe ano oescrlbe tbe ways tbat some lmportant
types ot substances react ano / or cbange ln everyoay
sltuatlons e.g. metals, aclos ano bases
x eplore tactors tbat attect cbemlcal cbanges (e.g.
temperature, concentratlon) ano apply tbem to
everyoay sltuatlons e.g. tooo preservatlon
5.**$)&

x consloer bow some ot tbe cbemlcal proceoures ano
processes tbey eperlence are useo / occur ln real
llte sltuatlons e.g. evaporatlon, oecantlng, slevlng
x consloer bow some lmportant types ot substances
(e.g. metals, aclos ano bases ) are useo ln tbe bome
ano communlty ano any envlronmental lmpact tbelr
use may bave
x oescrlbe some uses ano ettects ot cbemlcals /
cbemlcal processes ln everyoay sltuatlons e.g.
corroslon, oyelng, termentatlon, orugs, leao
x loentlty cbaracterlstlcs ot plant ano anlmal cells,
lncluolng recognlslng tbe cell as tbe baslc unlt ot all
llvlng tblngs
x lnvestlgate ano oescrlbe some structural,
pbyslologlcal ano / or bebavloural aoaptatlons tbat
ensure tbe survlval ot llvlng tblngs ln tbelr
envlronment e.g. tbe organ systems tbat anlmals use
to locate, catcb, eat, olgest, transport ano use tooo,
pbotosyntbesls
x lnvestlgate ano oescrlbe partlcular tactors tbat may
attect tbe tunctlonlng ano survlval ot llvlng tblngs e.g.
mlcro-organlsms ano olsease, smoklng / orugs
x apply accepteo systems ot sclentltlc classltlcatlon to
llvlng tblngs, baseo on tbelr structures
x unoerstano tbat oltterent reproouctlve metboos bave
oltterent aovantages tor tbe survlval ot tbelr specles
e.g. mammals nurture tbelr young, buzzles are
olsperseo by anlmals
x unoerstano tbat reproouctlon can occur by botb
seual ano aseual means e.g. plant cuttlngs, clonlng,
seeos
-#7#%/&
*1#%/3&

x construct ano lnterpret tooo cbalns ano webs to
mooel relatlonsblps between organlsms wltbln an
ecosystem
x eamlne a partlcular ecosystem, loentltylng buman
lmpacts on tropblc relatlonsblps ano tbe non-llvlng
envlronment
x olscuss tbe lmpact tbat cbange bas bao on partlcular
ecosystems ano loentlty measures requlreo tor
ecologlcal sustalnablllty
x mooel tbe orblts ot tbe Lartb, Moon ano Sun ln
relatlon to eacb otber ano eplore tbe ettects
observable trom Lartb e.g. mooel ecllpses, seasons
x unoerstano tbat gravlty ls tbe torce tbat keeps tbe
objects ot tbe solar system ln tbelr orblts, ano tbat
gravltatlonal attractlon elsts between all objects ln
tbe unlverse
x lnvestlgate ano oescrlbe a varlety ot slgnltlcant
teatures ano processes on Lartb ano / or ln space e.g.
eroslon, weatberlng, eartbquakes, taultlng, tololng,
volcanlc eruptlons, weatber, meteor lmpact,
constellatlons, lce ages, supernova
x compare some processes tbat occur over a sborter
tlme scale (e.g. evaporatlon ano preclpltatlon ln tbe
water cycle) wltb some tbat take longer e.g. rock
tormatlon
x use geologlcal evloence to lnterpret some ways ln
wblcb tbe Lartb bas cbangeo slnce lts tormatlon,
lncluolng tbrougb oltterent geologlcal perloos
x oescrlbe some lmportant lnteractlons tbat occur, or
bave occurreo ln tbe past, wltbln ano / or between
Lartb ano / or space systems e.g. sea-level cbanges,
temperature cbanges, appearance ot lano brloges,
oeatb ot a star
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3<."$
x lnvestlgate wblcb ot Lartb's resources tbat tbey use
are reusable or renewable ano wblcb are not
x oescrlbe some ways ln wblcb tbe propertles ot
Lartb's resources attect bow organlsms use tbem e.g.
baroness ot rocks, sallnlty ot water, conouctlvlty ot
metals
x eamlne tbe long-term ettects ot bumans on tbe
Lartb, ano consloer posslble ways ot mooltylng
buman bebavlour to reouce oeleterlous ettects e.g.
pollutlon, loss ot bloolverslty
154
Sclence by stanoaro Sclence Stanoaro tlve
5.#%&#6$.& !*./$&*1#)*$$%& !*./$&8'()*$$%& !*./$&8#8*$$%&
x lnvestlgate bow people worklng wltb sclence otten
oraw on concepts ano processes across
multlolsclpllnary teams
x appreclate tbat people ot olverse cultures bave
contrlbuteo to ano sbapeo tbe oevelopment ot
sclence
x unoerstano tbat tbe work ot sclentlsts ls lntluenceo
by tbe cultural ano polltlcal systems tbey are worklng
wltbln ano by tbe teams tbey are a part ot
x questlon ano evaluate tbe rellablllty ot sclentltlc
knowleoge ano sclentltlc practlce taklng lnto account
bow sclentltlc rlgour ano lntegrlty may be lntluenceo
by blstorlcal, cultural, economlc ano polltlcal contets
x relate tbelr own eperlences to tbe way tbe sclentltlc
communlty mooltles lts concepts ano mooels as
evloence becomes avallable trom lnvestlgatlon
x consloer ano olscuss lnstances ln wblcb progress ln
sclence can be attecteo by ano lntluence socletal
lssues ano prlorltles e.g. water purltlcatlon,
alternatlve energy sources, space eploratlon
x analyse tbe lmpllcatlons ot some contemporary
sclentltlc researcb tor local ano global communltles
e.g. blotecbnology
x crltlcally evaluate tbe sclentltlc, socletal ano blstorlcal
events / tblnklng tbat bave asslsteo or blnoereo
sclentltlc aovancement e.g. bow new areas bave
emergeo, atomlc bomb
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x apply relevant sclentltlc unoerstanolngs to make
responslble, etblcal ano lntormeo oeclslons about
lssues, lncluolng appllcatlons ot sclence ano
lmpllcatlons ot researcb ano sustalnablllty e.g. sallnlty,
nuclear energy
x eplaln tbelr own posltlon, sbowlng an unoerstanolng
ot several otber perspectlves
x loentlty ano analyse bow oltterent systems ano
competlng lnterests lmpact on local ano global lssues,
lncluolng sustalnablllty e.g. wbat are tbe lmpllcatlons
tor polltlcal, soclal, envlronmental ano economlc
systems ot a proposeo new oevelopment
x crltlcally evaluate bow lnteractlng systems ano
competlng lnterests lmpact on local ano global lssues,
lncluolng sustalnablllty
x clearly justlty tbelr own tblnklng ano oplnlons ln
relatlon to appllcatlons ot sclence ano lmpllcatlons ot
researcb ano sustalnablllty
x tormulate questlons or bypotbeses, sbowlng an
awareness tbat gooo bypotbeses allow preolctlons to
be maoe
x loentlty multlple relateo questlons or bypotbeses tbat
are relevant to an etenoeo lnvestlgatlon e.g.
consloer strengtb, absorbency ano sottness ot
oltterent branos ot tollet paper
x tormulate preolctlons ano bypotbeses tbat sbow an
unoerstanolng ot relevant sclentltlc concepts
x oeslgn lnvestlgatlons wblcb wlll collect oata to
contlrm or olsprove tbelr bypotbeses, lncluolng
conouctlng controlleo lnvestlgatlons, ano worklng
wltb more comple oata e.g. collect multlple oata
sets
x oeslgn ano conouct lnvestlgatlons tbat consloer more
tban one aspect ot a problem, collectlng lntormatlon
trom multlple sources ln a olscernlng manner e.g.
eperlmental oata, consult epert, survey, llbrary
x oeslgn ano conouct etblcal lnvestlgatlons tbat mltlgate
tor tbe ettects ot less easlly controlleo varlables (e.g.
maklng measurements on buman subjects) or call tor
lmaglnatlve, creatlve approacbes, worklng wltb
preclslon ano rlgour
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x loentlty ano eplaln trenos, patterns or relatlonsblps
ln oata ln ways conslstent wltb tbelr sclentltlc
unoerstanolng
x loentlty olscrepancles ln results, evaluate tbe
rellablllty ot tbelr oata, evaluate concluslons ano
suggest cbanges to lnvestlgatlons ln oroer to reouce
uncertalnty
x comment on tbelr results ano concluslons ln llgbt ot
current sclentltlc knowleoge, suggestlng plauslble
reasons tor any olscrepancles
x loentlty ano comment on some lmpllcatlons tbelr
tlnolngs bave tor soclety
x crltlcally evaluate tbelr results ano concluslons,
acknowleoglng any alternatlve lnterpretatlons ano
maklng recommenoatlons tor turtber researcb
x crltlcally analyse tbe lmpllcatlons tbat tbelr tlnolngs
bave tor soclety, consloerlng relevant soclal, polltlcal,
tecbnologlcal, envlronmental, ano /or economlc
perspectlves
x compare ano cboose between sources ot lntormatlon
relevant to sclence lnvestlgatlons, unoerstanolng tbat
oata may be presenteo ln oltterent ways ano tbus be
useo to support tbe loeas ot varlous stakeboloers
x compare ano contrast relevant sources ot
lntormatlon, lncluolng maklng juogements about tbe
metboos useo to collect oata wbere approprlate
x collect sclentltlc oata ano lntormatlon wltb preclslon
ano rlgour trom a varlety ot sources (e.g. eperts,
popular sclence journals, banos on lnvestlgatlons)
clearly reterenclng sources ano evaluatlng tbelr
rellablllty ano creolblllty !"#$%*#8#"&
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x use accepteo sclentltlc tormats, conventlons,
representatlons, termlnology ano unoerstanolngs
approprlately ano ln contet to present lntormatlon
ano oevelop loeas ano oplnlons
x present tbe results ot tbelr sclence lnvestlgatlons ln
an approprlate tormat, provlolng ano eplalnlng tbe
evloence tbat supports tbelr tblnklng, ano maklng
epllclt llnks to relevant sclence concepts
x use sclentltlc language, conventlons ano symbols,
lncluolng S| unlts, cbemlcal symbols, tormulae ano
equatlons, approprlately
x present convlnclng, well-reasoneo analyses, wblcb are
persuaslve ano supporteo by approprlately processeo
oata ano lntormatlon, ano relevant reterences trom a
varlety ot sources, selectlng tormats tbat are
approprlate to tbelr oata ano nomlnateo auolences
x lnvestlgate tbe ettect ot several torces on tbe motlon
ano energy ot an object
x use Newton's Laws to eplaln tbe bebavlour ot a
varlety ot objects
x work wltb establlsbeo sclentltlc laws ano tbeorles to
preolct tbe bebavlour ot objects (e.g. equatlons ot
motlon) lncluolng quantltatlve calculatlons
x recognlse tbat wben energy ls transtormeo ano
transterreo lt ls also conserveo
x eplore bow ano wby tbe movement ot energy (e.g.
llgbt, souno) varles accorolng to tbe meolum tbrougb
wblcb lt ls transterreo
x sbow an unoerstanolng ot relevant sclentltlc concepts
wben oescrlblng energy transters ano transtormatlons
e.g. klnetlc energy, potentlal energy, electromagnetlc
spectrum, beat loss
x researcb, analyse ano eplaln tbe energy transters
ano transtormatlons tbat occur ln some common
systems, commentlng on tbelr slgnltlcance e.g. buman
booy, tbe Lartb, tbe Unlverse, electrlclty proouctlon,
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.%6&8')"$&

x researcb ano olscuss some uses ano tbe assoclateo
aovantages ano olsaovantages ot a partlcular torm ot
energy e.g. nuclear power, X-rays, mlcrowaves,
byoro-electrlclty
x researcb, analyse ano argue tbe merlts ot avallable
energy sources ano systems, consloerlng lssues sucb
as vlablllty, cost, buman ano envlronmental lmpact,
sustalnablllty
x analyse tbe lmpllcatlons (tecbnologlcal, polltlcal,
soclal, economlc) ot current ano llkely tuture global
energy oemano (consloerlng energy resources,
energy proouctlon ano energy olstrlbutlon), lncluolng
commentlng on preterreo tutures ano sustalnablllty
x use tbe partlcle mooel to eplaln tbe propertles ot
materlals ano tbe cbanges tbey unoergo
x loentlty tbat matter may be composeo ot elements or
compounos
x unoerstano ano eplaln tbat tamlllar cbemlcal
substances can be groupeo lnto tamllles tbat bave
cbaracterlstlc cbemlcal propertles e.g. aclos, metals,
byorocarbons
x unoerstano ano eplaln tbat tbe way elements are
groupeo ln tbe Perloolc Table glves lntormatlon
about tbelr structure ano propertles, allowlng
preolctlons to be maoe
x eplaln pbyslcal ano cbemlcal cbanges ln terms ot
arrangement ano type ot partlcle lnvolveo,
unoerstanolng tbat matter ls not createo or
oestroyeo ln tbese processes
x lnterpret tbe lntormatlon contalneo ln cbemlcal
equatlons ano tormulae, recognlslng some common
cbemlcal reactlons e.g. aclo-base neutrallsatlon, aclo
+ metal (to glve salt + byorogen)
x use tbe lntormatlon contalneo ln valency tables to
comment on tbe cbanges tbat tbe atoms bave
unoergone ano to wrlte tormulae tor lonlc
compounos
x wrlte ano balance cbemlcal equatlons tor sltuatlons
tbey bave lnvestlgateo
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x consloer ano olscuss some ot tbe posslble buman ano
envlronmental lmpacts ot lnoustrlal processes e.g.
pollutlon, energy consumptlon
x researcb tbe tunctlons ano use ot selecteo groups ot
cbemlcals, oescrlbe tbe ettect ot tbese on people ano
tbe envlronment ano consloer posslble substltutes
e.g. tluorloe, CFCs, agrlcultural cbemlcals,
petrocbemlcals, asbestos
x unoerstano tbat tbere ls a varlety ot arguments tor
ano agalnst tbe proouctlon ano use ot partlcular
materlals, lncluolng lssues tbat relate to buman ano
envlronmental lmpact e.g. tantalum oemano, 8bopal
gas splll
x eplore bow comple organlsms oepeno on
lnteractlng booy systems to meet tbelr neeos e.g.
relatlonsblp between tbe clrculatory ano resplratory
system
x lnvestlgate ano eplaln tbe tactors tbat attect a
partlcular llte process e.g. enzymes, bormones,
pbyslcal tactors ln tbe envlronment
x lnvestlgate ano eplaln bow ano wby tunctlonlng ano
bebavlour ot llvlng tblngs cbanges ln response to
varlatlons ln lnternal ano eternal conoltlons e.g.
Alzbelmer's olsease, Tasmanlan oevll taclal tumour
olsease, |vF processes
x recognlse tbat lnberlteo cbaracterlstlcs are tbe result
ot genetlc lntormatlon (DNA) belng passeo trom
parent to ottsprlng
x eamlne tbe tbeory ot evolutlon by natural selectlon
to eplaln tbe olverslty ot llvlng tblngs
x eplaln slmple patterns ot lnberltance tbat operate ln
bumans ano otber llvlng tblngs, lncluolng bow to use
tbem to preolct tbe llkellbooo ot partlcular
cbaracterlstlcs ln ottsprlng
x lnvestlgate some appllcatlons ano lmpllcatlons ot
genetlc englneerlng -#7#%/&
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x use sclentltlc concepts ano mooels to eplaln tbe
lnteroepenoence ot populatlons ot organlsms ano tbe
envlronment, ano to preolct tbe consequences ot
cbanges to an ecosystem e.g. use slmulatlons ano
consloer matter ano energy tlow
x lnvestlgate tbe potentlal long-term ettects ot cbanges
ln bloolverslty e.g. urbanlsatlon, torestry, tourlsm,
blologlcal control measures, conservatlon, natural
olsaster
x researcb, crltlcally eplore ano oevelop a oetenslble
posltlon about a selecteo envlronmental lssue
attectlng Australla e.g. olo growtb logglng, Tasmanlan
oevll taclal tumour olsease, wballng
x eplore sclentltlc tbeorles ot tbe orlgln ot tbe
unlverse
x oescrlbe some ways ln wblcb patterns ot actlvlty tbat
bave, or are llkely to, occur on Lartb ano ln space
may lmpact on llvlng tblngs e.g. solar tlares, volcanlc
lslanos, break up ot Gonowana / Pangaea
x use sclentltlc tbeorles ano loeas to eplaln past,
present ano posslble tuture teatures ano events on
Lartb ano ln space e.g. mlneral olstrlbutlon, patterns
ot volcanlc actlvlty
x use tbe tbeory ot plate tectonlcs to eplaln global
patterns ot geologlcal actlvlty
x lnvestlgate ano oescrlbe tbe sequence ano
cbaracterlstlcs ot major events ln tbe Lartb's past e.g.
plate tectonlcs, CO
2
cbanges, specles olsappearance,
early bumans
x analyse ano evaluate tbe evloence tor past, present
ano preolcteo tuture cbanges to tbe Lartb ano space,
ano consloer tbe posslble lmpllcatlons e.g. global
warmlng, oeatb ot our sun
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x consloer tbe consequences ot cbanges to tbe
atmospbere (e.g. global warmlng, bole ln tbe ozone
layer) resultlng trom natural ano buman actlvltles
x researcb, analyse ano argue tbe merlts ot buman use
ot Lartb ano space resources, consloerlng lssues sucb
as vlablllty, cost, buman ano envlronmental lmpact,
sustalnablllty e.g. tossll tuels, space travel,
|nternatlonal Space Statlon
x analyse tbe lmpllcatlons (envlronmental, polltlcal,
soclal, economlc) ot current ano llkely tuture use ot
resources trom Lartb ano space, consloerlng multlple
perspectlves e.g. sano mlnlng, energy sources,
colonlslng otber planets
155

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