Bound for Success Scope and Sequence Statements

SCIENCEWorking Scientifically(Note that this strand should be addressed simultaneously with all Science content strands)Concept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Science as humanendeavourThe nature of Scienceas a human activity• Cooperates with others in agroup or pair setting.• Knows that scientists oftenwork together in groups tosolve problems (just asstudents work together inclass).• Identifies throughengaging in relevantinvestigations, that scienceideas are part of their dailylife; recognizes that thingsthey already know aboutoutside school are‘science’ (e.g. pets needfood and water and theT.V. won’t work withoutelectricity).• Knows that science is apart of the daily lives of allpeople in the community(e.g. football is not usuallyplayed in summer becauseit’s too hot and players canbecome sick because of theheat, and people userefrigerators to keep foodcold so it doesn’t spoil).• Identifies the place ofscience in the work ofpeople in their community;knows that many people inthe community (e.g.doctors, chemists,electricians, plumbers,gardeners, mechanics) usescience ideas in their dailywork.• Knows that scientists playa major role in determiningmany of the things we doin our daily lives (e.g.says “we should try not touse too many plastic bagsbecause scientists tell usthey are bad for theenvironment” and “we tryto recycle and use lesswater because scientiststell us we should”).• Knows that scientificknowledge can beimportant in helping us tolive (e.g. being able to useelectricity) but that careneeds to be taken to makesure that it is not usedinappropriately.• Knows that things thathappen around themeveryday can be explainedby science ideas (e.g. themoon appears to changeshape on different nights;their food and drink givesthem energy to do things;their pets need food anddrink to survive; a carwon’t go without petrol;they ‘grow out of’ theirshoes and clothes).• Knows that scientific ideashelp to explain how thingsmight work (ie productsand tools such asappliances they useincluding bicycles,toasters, T.V.) have beendeveloped through theapplication of science.• Knows that scientific ideasplay a part in improvingthe quality andsustainability of life (e.g.using modern medicine tocombat disease andgenerating electricity fromthe heat of the sun).• Knows what a ‘scientist’ isand can list occupationsthat engage with science(e.g. inventor, CSIROscientist, agricultural andmedical researcher,laboratory technicians,science teacher, universityresearcher).• Knows that people usesimple science ideas tosolve problems in daily life(e.g. says ‘Mum puts breadin the fridge to stop itgoing mouldy’ and ‘Wecan’t put the bottle of fizzydrink in the freezerbecause it will burst whenit freezes’).• Shows an understanding ofhow science helps us inour daily lives by giving avariety of examples ( egsays “without a mobilephone I’d have to find aphone box to get mum topick me up from school”and “email is a mucheasier way to contact myfriends” and ‘iPods aremuch more portable thanCD players”).• Knows that individualsengage in, and findscientific work rewarding,for a variety of reasons;citing contemporaryAustralian work in scienceincluding genetic researchon the human genomeproject and the discoveryof new objects in theuniverse.• Recognizes that scientificunderstandings havechanged over time ( egdevelopment of bettertechnology for the purposeof study in astronomy hasresulted in scientificknowledge of the Universeincreasing dramatically,while medical technologyand improvedunderstandings of how thebody works have led toimproved treatments ofdiseases).• Understands thatindividual cultures mayhave different views inrelation to scientificpractices in areas such asmedicine (e.g. Indigenousand Asian culturessometimes have their ownbeliefs regarding illnessand healing).• Knows that science ideascan form the basis of manysolutions to challenges inour everyday lives (e.g.says “We need to wash ourhands to help avoid thespread of disease” and “weshould eat healthy foodand exercise to avoiddisease and obesity” ).HPE• Knows that science workis highly valued in thecommunity and can nameseveral historical orcontemporary Australianscientists (e.g. those oncurrency, Ian Fraser) andknows about theirachievements.• Knows that science ideascan be used to solveproblems and explainevents or phenomena ineveryday life (e.g. says“solar hot water systemsare ideal to save money onenergy bills” or explainswhy rain accompanies lowair pressure, and recyclingof water and other naturalresources is needed helpkeep our planetsustainable).• Appreciates that scienceprovides rewarding careersand lists some of these• Recognizes that the workof contemporary scientistsis multi-disciplinary andcollaborative.• Knows that people ofdiverse cultures havecontributed to and shapedthe development of science( eg understands theimportance of scientistssuch as Mendel, Galileo,DaVinci, Mendeleev, theCuries, Fleming).Select and applyscientific knowledge,skills andunderstandings acrossa range of contexts indaily life• Makes observations aboutthings they can see, feel,taste, touch and smelldirectly or indirectly(including on T.V. or inbooks), experiencing realand concrete objects andevents.• Describes their scientificobservations in simpleterms (e.g. says “theclouds are big’ or ‘thesnail shell is round’ or‘when I clap it makes anoise”).• Listens and responds toothers sharing theirobservations and to teacherexplanations andresponses.• Asks questions to find outwhy things happen.• Speaks about any priorexperience or knowledgethey may have about whatthey are investigating,making connectionsbetween daily life andwhat they are doing in‘science’.• Observes using their fivesenses.• Draws a diagram of theirobservations with simplelabels to communicate toothers (ie as distinct from apicture).• Develops the ability toinfer from theirobservations (e.g. says“that feather on the groundmeans a bird is near” and“that snail trail means asnail has gone past here”).• Listens to and respects theideas of others.• Interprets a partner’sdiagram and explains theirown to others.• Identifies things that arecommon to their diagramand someone else’s work.• Uses simple scientificterms including ‘observe’,‘measure’ and ‘investigate’when communicatinginformation aboutobservations.• Begins asking questionsand making predictionsrelated to their everydayexperience.• Knows that as well asinferences, predictions arepossible from observations(e.g. knows that a showerof rain may result in beingable to find snails outafterwards; that lots ofheavy dark clouds mayresult in rain; that beingable to see the sun in thesky means that sunburn isa possibility).• Describes theirobservations with othersusing simple labelleddiagrams and makescomparisons between theirown and others’ work byidentifying similarities anddifferences.• Uses scientific words (e.g.thermometer, temperature)during investigations.• Recognises scientificaspects of their everydayactivities and theapplication of science intheir own lives; knows that• Knows that some thingsaround them that theyobserve can change (e.g. anail or pair of scissors cango rusty or food can spoil,their feet and pets getbigger as they grow) andthey begin to recognizethat real and concretethings don’t always staythe same.• Names features of thingsthey observe (e.g. says‘this material is soft andfluffy’ and “the metal ruleris hard and shiny”).• Knows at a simple levelthat things that happenaround them everyday(e.g. changes in theweather, growth of theirgarden, night and day,drinking through a straw)can be explained byscience ideas.• Develops their scientificvocabulary to describetheir observations.• Begins to know thatchanges to things theyobserve occur for a reason(e.g. changes in terms ofcause and effect).• Describes changes theyobserve (e.g. says ‘theapple went brown after itwas cut’ and ‘the jellywent hard after a longtime’) recognising thattime is a factor.• Describes and comparesproperties of concretethings based onobservation (e.g. says ‘thispiece of paper is muchthicker that that one’).• Applies their scientificunderstanding to theirexperiences and todescribe how products andtools have been developed.• Describes how people in awide range of occupationsand cultures use science intheir work and leisure.• Knows the relationshipbetween observations andchanges that occur (ie theyunderstand cause andeffect saying ‘the icemelted because it gothotter’ or ‘the plant diedbecause it didn’t have anywater’).• Compares the properties ofthings based on havingdone some testing ratherthan from the obvious useof their five senses (e.g.says ‘this tee shirt is morestretchy than that one’).• Makes concretegeneralizations as a resultof their observations and,having made these andworked out ‘a rule’, canapply it to makepredictions (e.g. says “allplants will die if they don’thave water” and “ice andice creams will melt if thetemperature gets hotter”).• Demonstrates that usingscience ideas can help tosolve relevant problems indaily life ( eg says “I needto put my sandwiches in acool place at school sothey don’t go bad”, and“We can’t go out in the sunwithout a hat because wemight get skin cancer”,and “My pen leaked inkeverywhere because it gotreally hot in my school bagwhen I left it out in thesun; next time I will put itin the shade”).• Explains and evaluateshow the use of science andtechnology has changedthe ways people live (e.g.understands and explains• Generalizes from theirobservations and frompredictions and appliesideas to other contexts orsituations.• Attempts to explainobservations in terms ofnon observable, or abstractideas ( eg says “somethingmight be happening thatwe can’t see”, and “sincethe plant is still alive andwe didn’t water it maybewater might be getting intothe plant from somewhereelse”, and suggests somepossibilities such as ‘fromthe air’)• Explains their observationsand interactions betweenevents or variables interms of a single abstractidea or at the particle level(e.g. says “the plant muststill be alive even thoughwe haven’t watered itbecause it is absorbingwater through it’s leaves”and “carbon dioxide andwater come into the plantcells and through achemical reaction arecombined to make food forthe plant”).Bound for Success Scope and Sequence Statements V2 Page 46 Working Document Semester One 2007