Australian+Curriculum+Science

Australian Curriculum Science [|http://www.acara.edu.au/verve/_resources/Australian_Curriculum_-_Science.pdf#xml=http://search.curriculum.edu.au/texis/search/pdfhi.txt?query=science&pr=www.acara.edu.au&prox=page&rorder=500&rprox=500&rdfreq=500&rwfreq=500&rlead=500&rdepth=0&sufs=0&order=r&cq=&id=4fcc6e1a13]

Years 3-6: typically students 8 to 12 years of age. 5.2.2 Years 3–6 (typically from 8 to 12 years of age)
 * Middle Years **

//** Curriculum focus: recognising questions that can be investigated scientifically and investigating them **//

During these years students will have the opportunity to develop ideas about science that relate to their life and living. A broad range of science concepts will be explored. Within these, the unifying ideas of patterns, systems, cause and effect, and evidence and explanation will be developed.

In the early years of primary school, students will tend to use a trial-and-error approach to their science investigations. As they progress through these years, the expectation is that they will begin to work in a more systematic way. The notion of a ‘fair test’ and the idea of variables will be developed, as well as other forms of science inquiry. Understanding the importance of measurement will also be fostered.


 * Science understanding **
 * properties and uses of materials
 * forces and motion
 * forms, use and transfer of energy
 * structures and functions of living things
 * life cycles of organisms
 * living things and the environment
 * changes on earth and in space
 * relationship between earth, moon and sun
 * earth’s resources and their uses.


 * Science inquiry skills **
 * identify questions and predictions for testing
 * plan and conduct simple investigations
 * observe, describe and measure
 * collect, record and present data as tables, diagrams or descriptions
 * analyse data, describe and explain relationships
 * discuss and compare results with predictions
 * draw conclusions and communicate ideas and understandings.

Building on the unifying ideas of exploration, observation, order, change, questioning and speculating, the unifying ideas of this age range are:
 * Science as a human endeavour **
 * consider how science is used in work and leisure
 * become aware of science-related careers
 * recognise the effect of science and technology on our environment
 * be aware of the historical nature of science ideas.


 * Patterns: ** Through observation one can detect similarities among objects, living things and events. These similarities form patterns that underlie the idea of regular repetition. By identifying these patterns in nature, explanations can be developed about the reasons for them.


 * Systems: ** The world is complex but can be understood by focusing on its smaller components. Understanding develops by examining these smaller components, or parts, and how they are related. Groups of parts that work together as a whole are commonly described as systems. There are also systems within systems, or subsystems. For example, an animal can be regarded as a system and within the animal there can be subsystems, such as the nervous system. There are many types of systems. Some examples are: a pond, a network, a particular machine, a school, the solar system.


 * Cause and effect: ** An important aspect of science investigation is the study of relationships between different factors or variables. Cause and effect is an important kind of relationship. Examples of cause and effect questions are: If a plant dies, what are the factors that caused its death? If a person develops a skin rash, what has caused that rash?


 * Evidence and explanations: ** Evidence is the driving force of science knowledge. From the data derived from observation, explanations about phenomena can be developed and tested. With new evidence, explanations may be refined or may change.