Bound for Success Scope and Sequence Statements

SCIENCEEnergy and ChangeConcept 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:Energy andchangeEnergy is vital to ourexistence and to thequality or life asindividuals andsociety• Knows that energy issomething that we need inour daily lives (e.g. says“I need energy to runaround and throw a ball”and “I run out of energywhen I’m tired”).• Knows that we have manyuses of energy in our lives(e.g. says ”we use energyto keep warm or cold, helpus see at night and use theTV”).• Knows that leaving a lighton all night ‘wastes’energy and takes action toavoid this.• Knows that differentthings can ‘have’ energy(e.g. says “things thatmove such as cars, footyplayers, and wind-up toyshave energy”).• Knows that the sun is asource of energy because itmakes us warm and helpsplants to grow.• Knows the basic effect ofenergy is to enable thingsto work or happen (e.g.says “We need energy forplants to grow, for the sunto shine, for music toplay”).• Identifies when energy isbeing used (e.g. says“energy is being usedbecause I am breathingand walking, toys aremoving and fruit issmelling”).• Recognises that differenttypes of energy are neededfor things to ‘work’ ineveryday lives (e.g. says“electricity is needed forthe TV and washingmachine, petrol is neededfor the car and food isneeded for us”).• Knows that heat and lightare types of energy andthat when a heater or lightis turned off we ‘save’energy.• Knows that petrol,batteries, and food, as wellas oil, gas and candle waxare types of energy.• Knows that sound is a typeof energy and there aredifferent sounds.• Lists the forms of energypresent in their home andclassroom (e.g. light, heat,sound, electricity) andgives examples ofappliances that use theseforms (e.g. a hairdryermoves air which makes asound and gives heat).• Knows that ‘fuels’ are aform of energy (e.g.petrol, oil, gas, food) andcan list how each of thesefuels are used at home andin the community.• Knows that the sun is themain sources of energy forlife and can say how weuse the sun’s energy in ourdaily lives (e.g. says “weuse the sun’s energy tokeep us warm, to see, toheat water and for plantsto grow”).• Knows the dangers of thesuns rays and knows howto protect themselves fromover-exposure. HPE• Knows that householdfuels (petrol, gas and oil)are natural forms ofenergy, knows theircommon source is oil andknows where oil comesfrom. Knows that coal isanother natural source ofenergy and can say whereit comes from, how it ismined and how it ischanged from coal toproduce electricity for ouruse.• Identifies different formsand sources of energy usedin their communities andgives examples. Knowsthat the sun is the mainsource of energy for lifeand that from it we getheat, light and solarenergy, and can say howwe use this energy.• Knows that food is asource of energy andrecognises that some foods(e.g. fatty foods) containmore energy than others.HPE• Knows that water andwind are energy sourcesand can say how they areused in their localcommunity.• Knows different sourcesand forms of energy andthe different uses each ofthese may have.• Knows that water andwind are energy sources(e.g. water wheels, tidalenergy, windmills andwind turbines) and givesexamples of how andwhere these are utilised.• Compares the differenttypes of energy in terms ofthe variety of uses eachmight have.• Knows different patternsof energy use, in terms ofseasons and times of day,and understands why it isimportant to conserveenergy including thedifferent ways this can bedone in communities andhomes.• Classifies energy types interms of whether they arerenewable (sun, wind,water) or non-renewable(fossil fuels) andunderstands theimplications of this for ourcommunities.• Knows that some forms ofenergy are better for ourenvironment that others(e.g. says “adding ethanolto petrol can help reducecarbon emissions”)• Describes ways in whichdifferent forms of energycan be stored. Knows thatenergy is stored in foodand classifies foods as highin energy or low in energy,and knows that foods highin energy are more likelyto result in weight gain.• Knows that energy isstored in batteries and thatdifferent batteries lastlonger than others becausethey store more energy.Knows that petrol, oil andgas are examples of storedenergy and can generalisethat all fuels (includingfood and candle wax) aretypes of stored energy.Knows that stored energydoes not result in workbeing done until it is used(e.g. says “we don’t haveenergy to move until thefood is eaten” and “untilthe battery is in the torchand it’s switched on wedon’t have the energy tomake the light”).• Compares the use ofrenewable and nonrenewableenergy sources).• Investigates alternativesources of energy andknows why it is importantthat these be developedand used.• Knows the nature ofenergy and is familiar withdifferent forms and thenature of each typeincluding heat, electricity,sound, light, stored(chemical), movement(mechanical), tidal, wave,nuclear.• Knows that when an objectis poised ready to move ithas potential energy(energy of position) (e.g. acoiled spring and personon a bike at the top of ahill poised ready to comedown have potentialenergy).• Knows that when an objectis moving (e.g. personrunning, plane flying, ballmoving) it has kineticenergy.• Knows the features ofrenewable energy sourcessuch as wind, solar andwave, and of nonrenewable sources such asnatural gas, coal, andpetrol.• Knows how energy can beconserved in the home andcommunity and practicesenergy efficiency in theclassroom, school and athome.• Considers and comparesexamples of energysources (including wind,solar, wave, coal, gas) interms of use, cost, abilityto be renewed and theireffects on the environment.• Knows that the sun is thesource of fossil fuels (coal,gas, oil) and what it meansin terms of human activityand the total energy cycle.• Knows that all energy canbe classified as potential(when things are stored,under pressure or ready tomove) or kinetic (when anobject is moving) andgives examples.• Knows that potentialenergy can be harnessedfor useful purposes (e.g.water in a dam).• Knows how the choice ofbuilding materials anddesign when building anew home can result inenergy wastage and howenergy can be conservedthrough wise choices andgood design.Energy can betransferred from oneform to another andchange involves thetransfer of energy• Knows that things move indifferent ways (e.g. “thatcar is moving slowly “ and“the ball is moving up anddown and spinning”).• Knows that we can pushand pull things and knowsthe difference (e.g. says “Ipush the door open” and“I pull the dog on theleash”).• Knows that sometimesenergy makes things move(e.g. says “the wind ismaking that flag move, and“when we move our legson the pedals the bikemoves”).• Recognises that pushing orpulling objects can makethem move (e.g. says“when I push the chair itmoves” and “when I pullthe lid off it moves”).• Can compare themovement of differentobjects (e.g. says “the redball is going faster thanthe blue one”).• Knows that pushing andpulling something indifferent ways affects itsmotion and shape and thatenergy causes that change(e.g. uses a knife to cut apizza and knows thatpushing or pulling itforwards, backwards,sideways results indifferent effects), ie.knows that forces (pushesand pulls) can be big orsmall and so can theeffects (e.g. says “when Ipush the toy car hard itgoes faster and for longerthan when I push it softly”,and “I need to push hardon my bike pedals whenI’m going up hill”).• Knows how pushing andpulling can make thingsmove in a variety ofdirections.• Knows the effects ofpushing and pulling inswings in the playgroundin different ways and candescribe these using wordslike ‘twists, turns, spins’.• Explores the effects ofpushing and pulling onplasticine or poster puttyand demonstrates theresulting different shapes.• Predicts then investigatesthe effects of differentforces (pushes and pulls)(e.g. says “If I squeeze thetoothpaste it will come outthe top” and “if the windblows that way the flagwill fly that way”).• Recognises that energymoves from one thing toanother (e.g. says“electricity moves througha cord from the powersocket into the fan and thiscauses the blades to move”and “gas from the hotplateheats the frying pan whichheats the sausages so theycook” and “a personkicking a football causesthe ball to move”).• Compares the effects thatdifferent sized forces haveon the shape and motion ofobjects. Knows thatpushing and pulling cancause things to changeshape or even break.Knows that when a push orpull occurs energy movesfrom one object to another(e.g. when a toy car ispushed energy moves fromthe person to the car andwhen they push on theirpedals energy moves fromthem to the pedals).• Knows that when energymoves from one thing toanother it changes forms(e.g. when electricitymoves through a cord intothe washing machine theelectrical energy changesinto movement (ormechanical) energy insidethe machine; whenelectricity goes into an ironthe electrical energychanges into heat energy;when sound energy goesinto a telephone it changesinto electricity and backinto sound energy at theother end).• Knows that forces causemotion and that someforces can act at a distancefrom an object (e.g.magnetism, gravity)without touching it (a noncontactforce) while others(e.g. pushes and pulls) canonly act when in contactwith another objects(contact forces).• Describes ways in whichdifferent forms of energycan be transferred. Knowsthat objects can beclassified as either sourcesof receivers of energy(e.g. says “the sun is asource of energy andplants are receivers” and“a battery is a source anda torch is a receiver”).Knows that differentenergy converters changeone form of energy intoanother (e.g. says “an ironconverts electricity intoheat and a person convertsfood into movement orsound and a car convertsfuel into movement”).Knows that electricalenergy can be transferredinto other forms through abasic circuit (e.g. says“stored energy in a batterycan be converted intoelectrical energy and theninto light energy in a globeor sound energy in abell”).• Knows that energytransfers are involved inthe operation of everydayequipment or machines(e.g. MP3 player,hairdryer, CD player,fridge) and shows these assimple flow diagrams.• Investigate simple energytransfers and depicts themas flow diagrams or energychains, emphasizing theimportance of the sun asthe primary source of mostenergy (e.g. sunswamp oil reserveservice station petrol;sun sheep meathuman exercise; sunclouds rainfalldamshydroelectricitysound (radio)).• Knows how energy isconverted from one formto another and representthis in simple flowdiagrams (e.g. electricheater: electrical energy heat energy; light globe:electrical energy heat• Considers and describeshow and why energymoves through differentmedia; knows theimportance of heat energyto life on the planet andhow it can be transferred,by conduction (using thekinetic model), convectionand radiation; knows howcolour and texture ofsurfaces effects heattransfer. Knows how theprinciples of heat transferapply to vacuum flasks,insulation in houses andsolar hot water systems.• Knows the importance ofexpansion with heat andways it is used in daily life(e.g. thermostats, bimetalfire alarms, thermometers,car cylinders).• Knows that atoms haveelectric charge (thatprotons have a positivecharge and electrons havea negative charge), thattransfer of electronsproduces like and unlikeBound for Success Scope and Sequence Statements V2 Page 53 Working Document Semester One 2007