Science Level 4 (Years 5 and 6)
Learning focus
As students work towards the achievement of Level 4 standards in Science, they develop a more systematic knowledge of science and science concepts drawn from traditional and emerging sciences. They group living things on the basis of observable characteristics. They explore the concept of relationship; for example, food chains and energy flow along food chains in terrestrial and aquatic environments. They link cause and effect (for example, how physical and chemical changes impact on substances) and how using force produces motion (for example, how objects are affected by gravity, how the magnitude of a force affects the motion and the shape of an object, and how forces such as magnetism may act at a distance). They describe how products or tools have been developed. They consider how models are used to explain structures; for example, the arrangement of planets in the solar system, and the layers within the Earth and in the Earth's atmosphere. They contemplate how systems operate; for example, the human body as a large system consisting of smaller separate systems (circulatory, respiratory, digestive, skeletal, reproductive and nervous) working together, and life cycles as systems for survival. Central to this is their understanding that some questions are open to investigation while others require reasoning and discussion, and that science knowledge is improved and changed by the outcomes of new investigations and explorations. They examine the work of Australian scientists to show how science knowledge has developed.
Students practise framing and investigating questions that interest them and are drawn from locally based issues; for example, sustainability of farming practices, comparative efficiencies of alternative forms and sources of energy used in the community, effectiveness of school recycling programs or the use of new technology. They develop skills in identifying the forms of evidence or data that are needed for drawing conclusions and proposing solutions to the particular scientific questions they generate. They reflect on the variety of ways collected data can be represented; for example, graphs, tables or digital images, and on changes they may make to the design of their investigation. They begin to design and build models to demonstrate the application of science concepts; for example, energy transformation and energy transfer in a solar barbecue, the reflection of light in periscopes, the desalination of water, and the double-pump action of the human heart. They complete reports on their investigations and model-building, explaining the science involved using symbols, diagrams and simple equations.
Students use a variety of measuring instruments, including alcohol and digital thermometers, to develop an understanding of error in measurement, relating to both the instrument and instrument use. They use this understanding to consider the appropriateness of the inferences and solutions drawn from the evidence and data, and to consider their own responsibilities and safety requirements when working with a variety of instruments and materials. They use hand lenses to examine the smaller visible parts that make up materials.
National Statements of Learning
This learning focus statement, with the following elaborations, incorporates the Year 5 National Statement of Learning for Science. It also incorporates aspects of the Year 7 National Statement of Learning for Science.
Elaborations:
- They group living things on the basis of observable characteristics.
- They link cause and effect (for example, how physical and chemical changes impact on substances) and how using force produces motion (for example, how objects are affected by gravity, how the magnitude of a force affects the motion and the shape of an object, and how forces such as magnetism may act at a distance).
- They describe how products or tools have been developed.
- They contemplate how systems operate; for example, the human body as a large system consisting of smaller separate systems (circulatory, respiratory, digestive, skeletal, reproductive and nervous) working together, and life cycles as systems for survival.
- Students practise framing and investigating questions that interest them and are drawn from locally based issues; for example, sustainability of farming practices, comparative efficiencies of alternative forms and sources of energy used in the community, effectiveness of school recycling programs or the use of new technology.
- They use hand lenses to examine the smaller visible parts that make up materials.
Care and Use of Animals in Victorian Schools
If your school uses animals for teaching then the following site will assist your school fulfil the requirements of the Prevention of Cruelty to Animals Act and the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes.
www.education.vic.gov.au/management/schooloperations/animalcare/
Standards
Science knowledge and understanding
At Level 4, students explain change in terms of cause and effect. They identify the characteristics of physical and chemical changes. They describe how substances change during reactions. They identify and compare the properties of the new or changed material/s with those of the original material/s. Students explain the role of chemical change in the production of new materials. They qualitatively describe changes in motion in terms of the forces present.
Students apply the terms relationships, models and systems appropriately as ways of representing complex structures. They identify and explain the connections between systems in the human body and their various functions. They identify and explain the relationships that exist within and between food chains in the environment. Students use everyday examples to illustrate the transforming and transferring of energy. They explain how the Earth and the Moon operate as a simple system within the larger solar system. They describe the composition of layers within the Earth. They explain the function of the layers of the Earth’s atmosphere.
Science at work
At Level 4, students analyse a range of science-related local issues and describe the relevance of science to their own and other people’s lives. They explain how sustainable practices have been developed and/or are applied in their local environment. They describe the contributions Australian scientists have made to improve and/or change science knowledge.
Students design their own simple experiments to collect data and draw conclusions. They describe the purpose of experiments they undertake, including a statement of ethical considerations, and relate this purpose to the nature of the data that is collected. They design and build simple models and write an account of the science that is central to explanation of the model. They use diagrams and symbols to explain procedures used when reporting on their investigations.
Students approach data collection systematically, and analyse data qualitatively in terms of errors of measurement. They use a range of simple measuring instruments and materials, and demonstrate understanding of their personal responsibility in using them. They identify and describe safety requirements and procedures associated with experiments and the use of standard equipment. Students use the terms relationships and cause and effect when discussing and drawing conclusions from the data they collect.
Downloads
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Science booklet (
PDF - 260KB) - Science standards table (Doc - 49KB)
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Victorian Essential Learning Standards Level 4 ( PDF - 751KB)
