Bound for Success Scope and Sequence Statements

SCIENCELife and LivingConcept 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:elates this information totheir purpose and use) andcan compare beakstructures of birds to typesof food (e.g. eagles havebeaks designed to tearmeat while a pelican canstore fish and a parrot’sbeak cracks seeds).• Knows that special tubestransport sugars (made bya plant) around the plantand that these structuresinside the plants areconnected to make up atransport system.• Knows that animals(including humans)transport nutrients aroundtheir bodies in specialtubes called blood vesselsand that these structuresare connected to the heartto form the circulatorysystem which transportsnutrients in blood to allparts of the body.ther mammals.• Understands the structureand function of the humanskeletal system at a basiclevel.• Understands that plantshave a simple transportsystem to carry water andnutrients throughout theplant.• Knows that multi-cellularorganisms respond tochanges in theenvironment and givesexamples.InterdependenceAll living things in anenvironment areinterdependent, andchanging one aspectof the environmentwill affect otherorganisms• Knows that things areliving or non-living andgives examples of each(e.g. animals and peopleare living and rocks, soil,clouds and sun are nonliving).• Knows that there are manydifferent types of livingthings including insects,birds, fish, worms, plants[*plants are not living].• Recognises that peoplehave different body partsand can say what they are(e.g. says “that is the headand that is the arm”). HPE• Can use a hand lens ormagnifying glass toobserve the structure ofliving things.• Knows that many livingthings have common basicneeds (e.g. says “people,insects, elephants and fishneed to drink and eat, treesdon’t drink in the sameway but they need water”).• Knows that living thingshave different survivalneeds• Sorts and classifies livingthings into groupsdepending on their similarneeds (e.g. says “fish needto live in water and plantsneed the sun”).• Identifies some of theways that living thingsdepend on the environmentand each other.• Knows that all livingthings use resources fromtheir environment in orderto live and breed.• Knows that if anorganism’s basic needs arenot met then it will die(e.g. says “if we don’twater the plant it willdie”).• Knows that living thingsoften depend on otherliving things to survive(e.g. knows that someanimals eat other animalsor plants).• Recognises that livingthings depend on manynon-living things for theirsurvival, such as soil toburrow in, water to swimin and rocky places to hidein.• Describes the sources offood for common animals(e.g. says “dogs eat meatand birds eat seeds ormeat”) and can describeand compare food sources.• Understands that differentliving things live indifferent places (e.g. says“slaters like dark placesand worms like dampplaces”) and can speculateabout why.• Describes interactionsbetween living things andtheir environment (e.g.says “some living thingsneed water and sun, andanimals need plants forfood”).• Compares the needs ofplants with the needs ofanimals.• Knows that living thingsneed other living things tosurvive; animals mightneed to eat other animalsor plants to survive; someanimals might need otheranimals for shelter such asfleas and leeches.• Recognises that livingthings require differentthings from theirenvironments and thatthese often determinewhere they live (e.g.mangrove trees live on theshore because they needsalt; many birds need treesto make nests; someanimals thrive best inwarm climates and someare more suited to a coldclimate; some plants growbest in a wet environmentand others prefer a dryplace).• Describes the relationshipbetween an animal’sfeatures and behaviour,and its preferredenvironment - desert,arctic, rainforest (e.g. says“animals that live in dryplaces sometimes don’tneed to take in a lot ofwater” and “animals thatlive in cold places oftenhave fur to keep themwarm” ).• Knows that a plant’sfeatures suit it to itsenvironment and candescribe the features plantshave that support theirsurvival in a particularplace.• Compares the similaritiesand differences betweenanimals and plants that livein land and waterenvironments.• Knows that a givenenvironment, such as atropical rainforest, canprovide the thingsnecessary for the survivalof a great variety of livingthings (i.e. food, shelter,light, camouflage).• Knows that all the livingthings in an environmentdepend on each other andon the non-livingenvironment (includingdead plants and animals,• Knows why some livingthings are better suited totheir environment thanothers.• Knows that characteristicsthat suit some animals andplants to one environmentwould not suit them forsurvival in anotherenvironment (e.g. says “akoala would not survive infar north Queenslandbecause it’s too hot for itwith all that fur” and “thatbroad-leaf plant wouldn’tsurvive in a desert becauseit needs too much water”).• Knows that animals thatlive on land have arespiratory system madeup of lungs and as series oftubes to help them breathe.• Knows that plants getwater from the soil andthat it is transported to theleaves through specialtubes inside the stem(having observed thisprocess through a celerydemonstration).• Knows the uniquecharacteristics of someAustralian animals andplants (e.g. platypus,kangaroo, koala).• Constructs and interpretsfood chains and webs tomodel relationships withinliving communities; knows• Constructs food chainsusing data; knows that afood chain represents atransfer of energy betweenone organism and anotherand that the originalenergy comes from thesun. Knows thatinterconnected food chainsform a food web andconstructs simple foodwebs from data. Knowsthe similarities across allfood webs (producers,consumers anddecomposers) and the rolesof these.• Understands that thehabitats of organisms havea variety of physicalfeatures (e.g. light,moisture, temperature) andthat these can greatlyaffect their chances ofsurvival.• Knows that changes toenvironments can occurfor many different reasons,natural and otherwise andidentifies possible causesof some of these in thelocal area. Predicts theeffects of changes inenvironments on thenumbers of organisms in afood web.• Knows that human activity(clearing land and buildinghouses) can greatly impact• Uses scientific conceptsand models to explain theinterdependence ofpopulations of organismsand the environment.• Knows that ecosystemsdepend on the sun andphotosynthesis for food.• Makes connectionsbetween living things andconstructs food webs andpyramids to show theirunderstanding of thecomplexity of relationshipsin communities. Knowsthe significance ofdiminishing numberstowards the top of a foodpyramid. Knows theimportance ofdecomposition in terms ofmatter cycling and releaseof nutrients into the soil.Knows that ecosystems areaffected by numbers oforganisms and the patternsof distribution withinthem; interprets changes innumbers of organisms inwebs and pyramids, andpredicts possible reasonsfor such changes.• Recognises the greatvariety of relationshipsthat occur in ecosystems(e.g. competition,cooperation, predator/prey, parasite/host) andthat such relationships canBound for Success Scope and Sequence Statements V2 Page 58 Working Document Semester One 2007