SCIENCELife <strong>and</strong> 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:• Knows that living thingslive in a variety ofdifferent places includingrivers, oceans, mountains,trees <strong>and</strong> swamps.• Describes familiarenvironments in terms ofwhat lives in them (e.g.says “frogs, plants <strong>and</strong>weeds live in the pond”).• Describes familiarenvironments in terms ofwhat lives in them (e.g.says “frogs <strong>and</strong> plants <strong>and</strong>weeds live in the pond”)• Describes places wherecommon animals live (e.g.says “cows live inpaddocks <strong>and</strong> fish live inrivers or oceans”) <strong>and</strong>describes the basic featuresof these environments (e.g.says “the river has s<strong>and</strong> onthe bottom <strong>and</strong> flows fromone end to another <strong>and</strong>sometimes there are plantsgrowing in it”). SS• Knows that theenvironment consists ofliving <strong>and</strong> non-livingthings <strong>and</strong> can listexamples of both in theschool <strong>and</strong> localenvironments (e.g. listsplants, animals, soils <strong>and</strong>rocks that occur in theschool grounds, localwetl<strong>and</strong>s <strong>and</strong> theneighbourhood).• Knows about types ofenvironments beyond theirlocal environment (e.g.desert, jungle, rain<strong>for</strong>est,beach) <strong>and</strong> can talk abouthow these are different interms of living <strong>and</strong> nonlivingthings. SSsoil, rocks, air) <strong>for</strong>different needs to be met<strong>and</strong> can consider <strong>and</strong>describe how changes tothe environment (such asclearing the trees) wouldaffect the things that livethere.• Knows that in anyenvironment there existsmany different connectionsor feeding relationshipsbetween the living thingspresent (ie recognises thatanimals that eat certainfoods are themselves thefood of other living things(e.g. says “frogs eat insectsbut snakes eat frogs”).that all living things arepart of food chains <strong>and</strong>that the sun is the sourcesof energy <strong>for</strong> most ofthese; knows that plantsuse the sun to make food<strong>and</strong> this is why food chainsstart with plants.• Knows that environmentscan change due toflooding, drought, salinity<strong>and</strong> bushfires, <strong>and</strong> thatliving things are affectedby these (e.g. knows thatdinosaurs may have diedout due to environmentalchange <strong>and</strong> that manymodern day species aredying out <strong>for</strong> the samereasons).• Explains the meaning ofthe concept of adaptation.• Recognises that humanscan have an impact on theenvironment <strong>and</strong> that wehave a responsibility tominimise this <strong>and</strong> to care<strong>for</strong> <strong>and</strong> protect endangeredspecies of plants <strong>and</strong>animals.• Compares the similarities<strong>and</strong> differences betweendifferent l<strong>and</strong> <strong>and</strong> waterenvironments (e.g. urban<strong>and</strong> rural, salt <strong>and</strong>freshwater) <strong>and</strong> betweenthe animals <strong>and</strong> plants thatmay live in them.on the environment <strong>and</strong>that loss of habitats mayresult in species dying out.• Knows that humans have aresponsibility to protect<strong>and</strong> care <strong>for</strong> theenvironment <strong>and</strong> practicesconservation in an ef<strong>for</strong>t toensure endangered <strong>and</strong>threatened species survive.• Underst<strong>and</strong>s thatorganisms are adapted tosurvival in a particularenvironment <strong>and</strong> c<strong>and</strong>escribe a variety of plant<strong>and</strong> animal examples;underst<strong>and</strong> that withoutthese adaptations theywould not survive.• Underst<strong>and</strong>s that changesto environments can meanthat organisms adapted tothe original environmentmay no longer be suited tosurvival in the newenvironment.be positive or negative.• Predicts the effect of anintroduced species into anenvironment.• Knows <strong>and</strong> describes howhumans can bring aboutchanges to food chains <strong>and</strong>pyramids by changingenvironments <strong>for</strong> their ownpurposes.• Recognises the need <strong>for</strong>conservation to minimizethe impact of developmenton living <strong>and</strong> non livingthings.• Knows that organismshave features that suitthem to their environment(adaptations) <strong>and</strong> that thesefeatures are inherited fromtheir parents <strong>and</strong> passed onto their offspring usingreproductive processes.Examine how inheritedcharacteristics are passedfrom parent to offspring.Change <strong>and</strong>ReproductionOrganisms grow <strong>and</strong>reproduce <strong>and</strong> theycan change overgenerations• Recognises that peoplegrow <strong>and</strong> as they growthey change (e.g. says“last year I was only littlebut now I can reachhigher”) <strong>and</strong> that this is thesame <strong>for</strong> most plants <strong>and</strong>animals.• Gives examples of howthings change as theygrow, other than just in age<strong>and</strong> size (e.g. says “babiescan’t walk but when theyget a bit older they can”<strong>and</strong> “that plant was brownyesterday <strong>and</strong> it’s greentoday”).• Describes some of thechanges that take place asliving things grow (e.g.says “people grow frombeing babies to old people<strong>and</strong> they get bigger, theirhair gets longer <strong>and</strong>sometimes darker <strong>and</strong> theymight have grey hair whenthey’re really old” <strong>and</strong>“plants start out as seeds<strong>and</strong> then they grow intoseedlings <strong>and</strong> then theysometimes get fruit orflowers, when they are oldthey shrivel up”).• Knows that there aresimilarities in the growthof living things that can berecognised as basic stages,that is, that living thingshave a life-cycle that canbe described in stages(e.g. says “an insect canstart as an egg, thenbecomes a cocoon <strong>and</strong>then a caterpillar <strong>and</strong> thena moth”) <strong>and</strong> can drawthese ‘stages’. A• Recognises that livingthings grow <strong>and</strong> changeover time <strong>and</strong> that somehave shorter life-span thanothers (e.g. cats <strong>and</strong> dogsare ‘old’ when they are 10years old <strong>and</strong> some plantsonly last one season).• Compares the lifecycles offamiliar living things suchas humans, pets <strong>and</strong>insects, in terms of time.Describes <strong>and</strong> draws thechanges of a tadpole as itbecomes a frog.• Observes <strong>and</strong> records dataassociated with thechanges to a living thing asit grows (e.g. puppy,kitten, baby) recognisingthe things that change thatare easy to measure(shape, length) <strong>and</strong> not soeasy to measure (colour,level of activity). N• Compares <strong>and</strong> contrastsdifferences in life cycles inliving things.• Know that familiaranimals usually give birthto live young (e.g. humanscats, dogs, cows,kangaroos <strong>and</strong> othermammals) <strong>and</strong> that thesehave life cycles withsimilar stages (ie baby ,infant, young adult, adult).• Knows that insects havedifferent life cycles stagesfrom egg through tolarvae, pupa <strong>and</strong> adult.• Knows that there aredifferent ways in whichliving things reproduce(e.g. hens, snakes <strong>and</strong> fishlay eggs; cats <strong>and</strong> dogsgive birth to liveoffspring).• Knows that plant offspringdiffer by observing plantsgrowing (through growingcuttings, seeds, seedlings).• Knows that insects havevery different life cyclestages – from egg throughto larvae – (no legs orwings) to pupa (<strong>for</strong>mant)<strong>and</strong> adult which often haswings.• Knows the waysAustralian mammalsreproduce <strong>and</strong> care <strong>for</strong>their young (e.g.kangaroos <strong>and</strong> koalas givebirth to live young <strong>and</strong>care <strong>for</strong> them in pouches<strong>and</strong> produce milk to feedthem).• Knows that plants canreproduce with only oneparent (strawberriesreproduce by sending outrunners, new plants can bedeveloped by cuttings,bulbs taken from one plantgrow into a new plant,potato eyes from into newpotatoes) while otherplants (those whichreproduce by seeds) needtwo, <strong>and</strong> knows that thisalso applies to someanimals including somebees, jellyfish, corals <strong>and</strong>anemones).• Compares <strong>and</strong> contrastssimilarities <strong>and</strong> differencesbetween life cycles <strong>and</strong>reproductive processes o<strong>for</strong>ganisms.• Underst<strong>and</strong>s there are twokinds of reproduction –sexual, in which twoparents are involved, <strong>and</strong>asexual, where there isonly one parent.• Gives examples o<strong>for</strong>ganisms, plant <strong>and</strong>animal, that reproduceasexually (e.g. singlecelledorganisms, hydra(budding), strawberries<strong>and</strong> tuberous plants).• Knows that sexualreproduction results ingreater variety amongstoffspring while asexualreproduction usuallyresults in offspringidentical to the parent.• Knows about sexualreproduction in floweringplants <strong>and</strong> carries outdissections of flowers togain in<strong>for</strong>mation.• Knows how sexualreproduction occurs withthe uniting of egg <strong>and</strong>sperm to produce a cellwhich grows into a neworganism. HPE• Knows the responsibilitieshumans need to show inbeing sexually active(contraception, avoidingsexually transmitteddiseases including AIDS).HPE• Underst<strong>and</strong>s that eggs <strong>and</strong>sperms have geneticin<strong>for</strong>mation found in DNAin chromosomes abouteach parent <strong>and</strong> that the<strong>for</strong>mation of a zygotemeans that the geneticin<strong>for</strong>mation from eachparent is combined.• Predicts the consequencesof environmental change toan organism. Knows thatsometimes organismsinherit characteristics thatare the result of mutations<strong>and</strong> that changes caused bymutations can be an<strong>Bound</strong> <strong>for</strong> <strong>Success</strong> <strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong> <strong>Statements</strong> V2 Page 59 Working Document Semester One 2007
SCIENCELife <strong>and</strong> 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:• Recognises that there is alot of variation betweenliving things <strong>and</strong> identifiesa wide variety o<strong>for</strong>ganisms (e.g. says“apples are red <strong>and</strong> round<strong>and</strong> bananas are yellow<strong>and</strong> long”).• Recognises that livingthings reproduce youngthat look like the parents.• Knows there are a widevariety of different typeswithin a single group o<strong>for</strong>ganisms (e.g. knowsthere are many differenttypes of dogs, fish <strong>and</strong>birds <strong>and</strong> can describesome of the variation,saying “in that box ofwatermelons there aresome big ones <strong>and</strong> somelittle ones <strong>and</strong> the coloursare different”).• Realises that offspring aresimilar to their parents(e.g. says “in our familythere are three kids; mybrother look like my Mum<strong>and</strong> I look like my Dad”)• Knows that living thingsfrom the same family maynot look similar (e.g. says“those puppies from thatlitter are all differentcolours”) <strong>and</strong> that no twoliving things will lookexactly the same exceptidentical twins.• Knows that stages ofgrowth are similar in someanimals but different inothers (e.g. kittens canwalk when they’re bornbut human babies can’t).Knows that some plants<strong>and</strong> animals change verylittle from when they’reyoung to when they’refully grown (e.g. fish,lizards, worms, crabs)while other change a lot(e.g. birds, grasshoppers,frogs).• Knows that plant offspringcan differ from the parentplant. Knows that plantsdon’t give birth or lay eggsbut develop seeds whichcan grow into adult plants.Knows that some plantsgrow from cuttings <strong>and</strong>‘baby plants’, which growfrom the adult plant (e.g.suckers) <strong>and</strong> from seeds.• Knows that offspring arethe same as their parents insome ways <strong>and</strong> differentfrom their parents <strong>and</strong> alsofrom each other, in others(e.g. in a litter of pups theyall have legs, ears but aredifferent in colour,patterning, proportion,activity level, appetite <strong>and</strong>some are more like oneparent than others <strong>and</strong>some don’t resemble eitherparent) <strong>and</strong> appreciatesthis in human familiesalso.• Knows that where onlyone parent is involved theoffspring will lookidentical to the parent.• Knows that offspring havecombinations of inheritedfeatures from both parents.advantage to their survivalor a disadvantage. Knowsthe causes <strong>and</strong>consequences of mutationsto organisms <strong>and</strong> the effecton variety within species<strong>and</strong> on biodiversity ofliving things inecosystems.• Examines the theory ofevolution by naturalselection to explain thediversity of living things.Knows that changes to theenvironment can mean thatorganisms adapted to aparticular environmentmay have less chance ofsurvival, <strong>and</strong> that overtime these organisms as aspecies may becomeextinct <strong>and</strong> that newspecies may develop (e.g.knows why modern horseslook different to ancienthorses <strong>and</strong> why thescarcity of eucalypt treesfavoured as food by koalasmay lead to their eventualextinction). Knows thatadaptability <strong>and</strong> extinctionare consequences ofchange over time.<strong>Bound</strong> <strong>for</strong> <strong>Success</strong> <strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong> <strong>Statements</strong> V2 Page 60 Working Document Semester One 2007
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