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Australia Science Standards

Australia Standards Alignment

We Cover 94% of the Australian Curriculum.

Generation Genius LessonStandards DocumentLevelStandard IDCurriculum Content DescriptionsSort
Introduction to Weather; Four Seasons and Day Length;Australian CurriculumFoundationACSSU004Daily and seasonal changes in our environment affect everyday life.1
Living vs. Non-Living Things;Australian CurriculumFoundationACSSU002Living things have basic needs, including food and water.1
Patterns in the Sky;Australian CurriculumFoundationACSIS012Share observations and ideas.1
Pushes and Pulls;Australian CurriculumFoundationACSSU005The way objects move depends on a variety of factors, including their size and shape.1
Four Seasons and Day Length;Australian CurriculumFoundationACSIS233Engage in discussions about observations and represent ideas.1
The Five Senses;Australian CurriculumFoundationACSIS011Participate in guided investigations and make observations using the senses.1
Solids, Liquids and Gases;Australian CurriculumFoundationACSIS014Pose and respond to questions about familiar objects and events.1
Solids, Liquids and Gases; Material Properties and Purposes;Australian CurriculumFoundationACSSU003Objects are made of materials that have observable properties.1
What Is Science?;Australian CurriculumFoundationACSHE013Science involves observing, asking questions about, and describing changes in, objects and events.1
Parts of a Plant; External Animal Parts;Australian CurriculumYear 1ACSSU017Living things have a variety of external features.1
Habitats;Australian CurriculumYear 1ACSSU211Living things live in different places where their needs are met.1
Heating and Cooling;Australian CurriculumYear 1ACSSU018Everyday materials can be physically changed in a variety of ways.1
Heating and Cooling;Australian CurriculumYear 1ACSHE021Science involves observing, asking questions about, and describing changes in, objects and events.1
Introduction to Sound; Introduction to Light;Australian CurriculumYear 1ACSSU020Light and sound are produced by a range of sources and can be sensed.1
Patterns in the Sky; Changing the Shape of Land;Australian CurriculumYear 1ACSSU019Observable changes occur in the sky and landscape.1
What Is Science?; Reducing Our Impact on Earth; Natural Resources;Australian CurriculumYear 1ACSHE022People use science in their daily lives, including when caring for their environment and living things.1
Patterns in the Sky;Australian CurriculumYear 1ACSIS024Pose and respond to questions, and make predictions about familiar objects and events.1
Pushes and Pulls;Australian CurriculumYear 1ACSIS025Participate in guided investigations to explore and answer questions.1
Living vs. Non-Living Things;Australian CurriculumYear 1ACSIS026Use informal measurements to collect and record observations, using digital technologies as appropriate.1
What is Engineering?;Australian CurriculumYear 1ACSIS027Use a range of methods to sort information, including drawings and provided tables through discussion, compare observations with predictions.1
Patterns in the Sky;Australian CurriculumYear 1ACSIS213Compare observations with those of others.1
Heating and Cooling;Australian CurriculumYear 1ACSIS029Represent and communicate observations and ideas in a variety of ways.1
Animal & Plant Life Cycles;Australian CurriculumYear 2ACSSU030Living things grow, change and have offspring similar to themselves.1
Material Properties and Purposes;Australian CurriculumYear 2ACSSU031Different materials can be combined for a particular purpose.1
Natural Resources;Australian CurriculumYear 2ACSSU032Earth’s resources are used in a variety of ways.1
Pushes and Pulls;Australian CurriculumYear 2ACSSU033A push or a pull affects how an object moves or changes shape.1
What Is Science?;Australian CurriculumYear 2ACSHE034Science involves observing, asking questions about, and describing changes in, objects and events.1
What Is Science?;Australian CurriculumYear 2ACSHE035People use science in their daily lives, including when caring for their environment and living things.1
Introduction to Light;Australian CurriculumYear 2ACSIS037Pose and respond to questions, and make predictions about familiar objects and events.1
Pushes and Pulls;Australian CurriculumYear 2ACSIS038Participate in guided investigations to explore and answer questions.1
Living vs. Non-Living Things;Australian CurriculumYear 2ACSIS039Use informal measurements to collect and record observations, using digital technologies as appropriate.1
What is Engineering?;Australian CurriculumYear 2ACSIS040Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions.1
Patterns in the Sky;Australian CurriculumYear 2ACSIS041Compare observations with those of others.1
Heating and Cooling;Australian CurriculumYear 2ACSIS042Represent and communicate observations and ideas in a variety of ways.1
Animal & Plant Life Cycles;Australian CurriculumYear 4ACSSU072.bDescribing the stages of life cycles of different living things such as insects, birds, frogs and flowering plants.2
Animal & Plant Life Cycles;Australian CurriculumYear 4ACSSU072.cComparing life cycles of animals and plants.2
Animal & Plant Life Cycles;Australian CurriculumYear 4ACSSU072.dRecognising that environmental factors can affect life cycles such as fire and seed germination.2
Animal & Plant Life Cycles; Food Webs;Australian CurriculumYear 5ACSIS093.cUsing labelled diagrams, including cross-sectional representations, to communicate ideas.2
Brain Processing of Senses;Australian CurriculumYear 3ACSIS057.bDiscussing how to graph data presented in a table.2
Brain Processing of Senses; Adaptations and the Environment;Australian CurriculumYear 5ACSSU043.bDescribing and listing adaptations of living things suited for particular australian environments.2
Brain Processing of Senses; Adaptations and the Environment;Australian CurriculumYear 5ACSSU043.cExploring general adaptations for particular environments such as adaptations that aid water conservation in deserts.2
Brain Processing of Senses; Earth’s Orbit and Rotation; Animal & Plant Life Cycles; Food Webs; Conservation of Matter;Australian CurriculumYear 4ACSIS068.bUsing provided graphic organisers to sort and represent information.2
Brain Processing of Senses; Earth’s Orbit and Rotation; Animal & Plant Life Cycles; Food Webs; Conservation of Matter;Australian CurriculumYear 4ACSIS068.cDiscussing with teacher guidance which graphic organisers will be most useful in sorting or organising data arising from investigations.2
Brain Processing of Senses; How Do We Use Food;Australian CurriculumYear 3ACSSU044.aRecognising characteristics of living things such as growing, moving, sensitivity and reproducing.2
Brain Processing of Senses; Structure of Living Things; Animal Group Behavior; Adaptations and the Environment;Australian CurriculumYear 5ACSSU043.aExplaining how particular adaptations help survival such as nocturnal behaviour, silvery coloured leaves of dune plants.2
Brain Processing of Senses; Wave Properties; Conservation of Matter;Australian CurriculumYear 5ACSIS090.aConstructing tables, graphs and other graphic organisers to show trends in data.2
Brain Processing of Senses; What Is Science?; Animal & Plant Life Cycles; Conservation of Matter;Australian CurriculumYear 4ACSSU072.aMaking and recording observations of living things as they develop through their life cycles.2
Collisions; Information Transfer; What Is Science?; Adaptations and the Environment;Australian CurriculumYear 5ACSIS086.aExperiencing a range of ways of investigating questions, including experimental testing, internet research, field observations and exploring simulations.2
Collisions; Particle Nature of Matter; How Do We Use Food; Earth’s Orbit and Rotation; What Is Science?; Animal & Plant Life Cycles; Food Webs; Light Reflection & Vision;Australian CurriculumYear 5ACSIS086.dConsidering different ways to approach problem solving, including researching, using trial and error, experimental testing and creating models.2
Collisions; Particle Nature of Matter; What Is Science?;Australian CurriculumYear 5ACSHE081.bTesting predictions relating to the behaviour of solids, liquids and gases by conducting observational experiments.2
Collisions; Patterns of Motion & Friction; Energy Transfer;Australian CurriculumYear 3ACSSU049.aDescribing how heat can be produced such as through friction or motion, electricity or chemically (burning).2
Collisions; What Is Science?;Australian CurriculumYear 3ACSIS058.bDiscussing as a whole class the idea of fairness in testing.2
Collisions; What Is Science?;Australian CurriculumYear 4ACSIS066.bRecognising the elements of a fair test and using these when planning the steps and processes of an investigation.2
Collisions; What Is Science?;Australian CurriculumYear 4ACSIS069.bDiscussing which aspects of the investigation helped improve fairness, and any aspects that weren't fair.2
Collisions; What Is Science?;Australian CurriculumYear 5ACSIS087.aDiscussing in groups how investigations can be made as fair as possible.2
Collisions; What Is Science?;Australian CurriculumYear 5ACSIS091.aWorking collaboratively to identify where methods could be improved, including where testing was not fair and practices could be improved.2
Conservation of Matter;Australian CurriculumYear 3ACSSU049.dRecognising that we can feel heat and measure its effects using a thermometer.2
Conservation of Matter;Australian CurriculumYear 3ACSIS055.bUsing a variety of tools to make observations, such as digital cameras, thermometers, rulers and scales.2
Conservation of Matter;Australian CurriculumYear 5ACSIS087.bUsing tools to accurately measure objects and events in investigation and exploring which tools provide the most accurate measurements.2
DIY Activity Segments (Mulitple Episodes)Australian CurriculumYear 4ACSIS216.bComparing, in small groups, proposed reasons for findings and explaining their reasoning.2
Earth’s Orbit and Rotation;Australian CurriculumYear 3ACSSU048.cDescribing timescales for the rotation of the earth.2
Earth’s Orbit and Rotation;Australian CurriculumYear 5ACSSU078.aIdentifying the planets of the solar system and comparing how long they take to orbit the sun.2
Earth’s Orbit and Rotation; Sun and Other Stars;Australian CurriculumYear 5ACSHE081.fLearning how aboriginal and torres strait islander peoples used observation of the night sky to assist with navigation.2
Earth’s Orbit and Rotation; What Is Science?;Australian CurriculumYear 3ACSSU048.bConstructing sundials and investigating how they work.2
Ecosystems;Australian CurriculumYear 3ACSSU044.cSorting living and non-living things based on characteristics.2
Ecosystems;Australian CurriculumYear 4ACSSU073.aInvestigating how plants provide shelter for animals.2
Ecosystems;Australian CurriculumYear 4ACSSU073.eRecognising that interactions between living things may be competitive or mutually beneficial.2
Ecosystems; Food Webs;Australian CurriculumYear 4ACSSU073.bInvestigating the roles of living things in a habitat, for instance producers, consumers or decomposers.2
Energy Transfer;Australian CurriculumYear 3ACSSU049.cExploring how heat can be transferred through conduction.2
Energy Transfer;Australian CurriculumYear 3ACSSU049.bIdentifying changes that occur in everyday situations due to heating and cooling.2
Extreme Weather Solutions; Natural Disasters; Weathering & Erosion; Interactions of Earth’s Spheres;Australian CurriculumYear 4ACSSU075.eConsidering the effect of events such as floods and extreme weather on the landscape, both in australia and in the asia region.2
Extreme Weather Solutions; Sun and Other Stars; Animal Group Behavior; Adaptations and the Environment;Australian CurriculumYear 3ACSIS060.cUsing simple explanations and arguments, reports or graphical representations to communicate ideas to other students.2
Extreme Weather Solutions; Sun and Other Stars; Animal Group Behavior; Adaptations and the Environment;Australian CurriculumYear 4ACSIS071.bUsing simple explanations and arguments, reports or graphical representations to communicate ideas to other students.2
Food Webs;Australian CurriculumYear 4ACSSU073.cObserving and describing predator-prey relationships.2
Fossils & Extinction;Australian CurriculumYear 3ACSHE051.bInvestigating how science helps people such as nurses, doctors, dentists, mechanics and gardeners.2
Fossils & Extinction; Light Reflection & Vision;Australian CurriculumYear 5ACSSU080.aDrawing simple labelled ray diagrams to show the paths of light from a source to our eyes.2
Fossils & Extinction; Properties of Matter;Australian CurriculumYear 4ACSHE062.aInvestigating how a range of people, such as clothing designers, builders or engineers use science to select appropriate materials for their work.2
How Do We Use Food;Australian CurriculumYear 5ACSHE083.aConsidering how best to ensure growth of plants.2
How Do We Use Food; What Is Science?; Ecosystems; Food Webs;Australian CurriculumYear 4ACSSU073.dPredicting the effects when living things in feeding relationships are removed or die out in an area.2
Information Transfer;Australian CurriculumYear 5ACSIS093.bConstructing multi-modal texts to communicate science ideas.2
Information Transfer; Animal & Plant Life Cycles; Food Webs; Conservation of Matter;Australian CurriculumYear 5ACSIS087.dRecording data in tables and diagrams or electronically as digital images and spreadsheets.2
Light Reflection & Vision;Australian CurriculumYear 5ACSSU080.eExploring the use of mirrors to demonstrate the reflection of light.2
Light Reflection & Vision;Australian CurriculumYear 5ACSSU080.fRecognising the refraction of light at the surfaces of different transparent materials, such as when light travels from air to water or air to glass.2
Light Reflection & Vision;Australian CurriculumYear 5ACSHE081.aDeveloping an understanding of the behaviour of light by making observations of its effects.2
Light Reflection & Vision;Australian CurriculumYear 5ACSHE083.gExploring objects and devices that include parts that involve the reflection, absorption or refraction of light such as mirrors, sunglasses and prisms.2
Light Reflection & Vision; Conservation of Matter; Chemical vs. Physical Changes;Australian CurriculumYear 4ACSIS065.cDiscussing and recording safety rules for equipment as a whole class.2
Magnets & Static Electricty;Australian CurriculumYear 4ACSSU076.bExploring how non-contact forces are similar to contact forces in terms of objects pushing and pulling another object.2
Magnets & Static Electricty;Australian CurriculumYear 4ACSSU076.eExploring the forces of attraction and repulsion between magnets.2
Magnets & Static Electricty;Australian CurriculumYear 5ACSSU080.cClassifying materials as transparent, opaque or translucent based on whether light passes through them or is absorbed.2
Magnets & Static Electricty; Properties of Matter;Australian CurriculumYear 5ACSSU077.dRecognising that not all substances can be easily classified on the basis of their observable properties.2
Magnets & Static Electricty; What Is Science?;Australian CurriculumYear 5ACSIS090.cIdentifying similarities and differences in qualitative data in order to group items or materials.2
Particle Nature of Matter;Australian CurriculumYear 5ACSSU077.aRecognising that substances exist in different states depending on the temperature.2
Particle Nature of Matter;Australian CurriculumYear 5ACSSU077.bObserving that gases have mass and take up space, demonstrated by using balloons or bubbles.2
Particle Nature of Matter; How Do We Use Food; Earth’s Orbit and Rotation; What Is Science?; Animal & Plant Life Cycles; Food Webs; Light Reflection & Vision;Australian CurriculumYear 3ACSIS060.bExploring different ways to show processes and relationships through diagrams, models and role play.2
Particle Nature of Matter; How Do We Use Food; Moon & Its Phases; Earth’s Orbit and Rotation; What Is Science?; Animal & Plant Life Cycles; Food Webs; Light Reflection & Vision;Australian CurriculumYear 3ACSSU048.dModelling the relative sizes and movement of the sun, earth and moon.2
Particle Nature of Matter; Interactions of Earth’s Spheres;Australian CurriculumYear 3ACSSU046.bExploring how changes from solid to liquid and liquid to solid can help us recycle materials.2
Particle Nature of Matter; Light Reflection & Vision; Chemical vs. Physical Changes;Australian CurriculumYear 5ACSHE083.dDescribing the safety aspects of using gases.2
Particle Nature of Matter; Properties of Matter;Australian CurriculumYear 5ACSSU077.cExploring the way solids, liquids and gases change under different situations such as heating and cooling.2
Particle Nature of Matter; Properties of Matter; Chemical vs. Physical Changes;Australian CurriculumYear 3ACSSU046.aInvestigating how liquids and solids respond to changes in temperature, for example water changing to ice, or melting chocolate.2
Particle Nature of Matter; Renewable vs. Nonrenewable Resources;Australian CurriculumYear 5ACSHE083.cComparing the benefits of using solid, liquid or gaseous fuels to heat a home.2
Particle Nature of Matter; Water Cycle; How Do We Use Food; Moon & Its Phases; Earth’s Orbit and Rotation; Interactions of Earth’s Spheres; What Is Science?; Earth's Landscapes; Animal & Plant Life Cycles; Food Webs; Light Reflection & Vision; Wave Properties;Australian CurriculumYear 5ACSIS093.aDiscussing how models represent scientific ideas and constructing physical models to demonstrate an aspect of scientific understanding.2
Patterns of Motion & Friction;Australian CurriculumYear 4ACSSU076.cComparing and contrasting the effect of friction on different surfaces, such as tyres and shoes on a range of surfaces.2
Patterns of Motion & Friction; Weathering & Erosion; What Is Science?; Adaptations and the Environment; Properties of Matter; Balanced & Unbalanced Forces; Chemical vs. Physical Changes;Australian CurriculumYear 4ACSIS065.aExploring different ways to conduct investigations and connecting these to the types of questions asked with teacher guidance.2
Patterns of Motion & Friction; Weathering & Erosion; What Is Science?; Properties of Matter; Balanced & Unbalanced Forces; Chemical vs. Physical Changes;Australian CurriculumYear 3ACSIS058.aDescribing experiences of carrying out investigations to the teacher, small group or whole class.2
Properties of Matter;Australian CurriculumYear 3ACSHE051.aConsidering how heating affects materials used in everyday life.2
Properties of Matter;Australian CurriculumYear 4ACSSU074.aDescribing a range of common materials, such as metals or plastics, and their uses.2
Properties of Matter;Australian CurriculumYear 4ACSSU074.cSelecting materials for uses based on their properties.2
Properties of Matter;Australian CurriculumYear 5ACSIS087.cUsing familiar units such as grams, seconds and meters and developing the use of standard multipliers such as kilometres and millimetres.2
Properties of Matter; Conservation of Matter;Australian CurriculumYear 3ACSIS055.aRecording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm).2
Properties of Matter; Conservation of Matter;Australian CurriculumYear 3ACSIS057.aUsing provided tables to organise materials and objects based on observable properties.2
Properties of Matter; Conservation of Matter;Australian CurriculumYear 4ACSIS066.aMaking and recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm) and millilitres (ml).2
Renewable vs. Nonrenewable Resources; Energy Transfer;Australian CurriculumYear 5ACSSU078.cRecognising the role of the sun as a provider of energy for the earth.2
Structure of Living Things; Animal Group Behavior; Adaptations and the EnvironmentAustralian CurriculumYear 3ACSSU044.bRecognising the range of different living things.2
Sun and Other Stars;Australian CurriculumYear 5ACSSU078.bModelling the relative size of and distance between earth, other planets in the solar system and the sun.2
Sun and Other Stars; Earth's Orbit & RotationAustralian CurriculumYear 5ACSHE081.cResearching how scientists were able to develop ideas about the solar system through the gathering of evidence through space exploration.2
Sun and Other Stars; Light Reflection & Vision;Australian CurriculumYear 3ACSSU048.aRecognising the sun as a source of light.2
Water Quality & Distribution; Interactions of Earth’s Spheres; Ecosystems;Australian CurriculumYear 4ACSHE062.bConsidering methods of waste management and how they can affect the environment.2
Water Quality & Distribution; Interactions of Earth’s Spheres; Ecosystems;Australian CurriculumYear 4ACSHE062.cExploring how science has contributed to a discussion about an issue such as loss of habitat for living things or how human activity has changed the local environment.2
Water Quality & Distribution; Interactions of Earth’s Spheres; Ecosystems; Properties of Matter;Australian CurriculumYear 3ACSHE051.cConsidering how materials including solids and liquids affect the environment in different ways.2
Water Quality & Distribution; Properties of Matter;Australian CurriculumYear 3ACSHE051.dDeciding what characteristics make a material a pollutant.2
Water Quality & Distribution; Properties of Matter;Australian CurriculumYear 4ACSSU074.dConsidering how the properties of materials affect the management of waste or can lead to pollution.2
Water Quality & Distribution; Weathering & Erosion; Interactions of Earth’s Spheres; Ecosystems;Australian CurriculumYear 4ACSSU075.dConsidering how different human activities cause erosion of the earth’s surface.2
Water Quality & Distribution; Weathering & Erosion; Interactions of Earth’s Spheres; Ecosystems;Australian CurriculumYear 4ACSHE062.dConsidering how to minimise the effects of erosion caused by human activity.2
Weathering & Erosion; Interactions of Earth’s Spheres;Australian CurriculumYear 4ACSSU075.bExploring a local area that has changed as a result of natural processes, such as an eroded gully, sand dunes or river banks.2
Weathering & Erosion; Interactions of Earth’s Spheres; Fossils & Extinction; Earth's Landscapes;Australian CurriculumYear 4ACSSU075.aCollecting evidence of change from local landforms, rocks or fossils.2
What Is Science?;Australian CurriculumYear 3ACSHE050.aMaking predictions about change and events in our environment.2
What Is Science?;Australian CurriculumYear 3ACSHE050.bResearching how knowledge of astronomy has been used by some aboriginal and torres strait islander people.2
What Is Science?;Australian CurriculumYear 3ACSIS053.cListing shared experiences as a whole class and identifying possible investigations.2
What Is Science?;Australian CurriculumYear 3ACSIS053.dWorking in groups to discuss things that might happen during an investigation.2
What Is Science?;Australian CurriculumYear 3ACSIS054.bDiscussing as a whole class ways to investigate questions and evaluating which ways might be most successful.2
What Is Science?;Australian CurriculumYear 3ACSIS215.aDiscussing how well predictions matched results from an investigation and sharing ideas about what was learnt.2
What Is Science?;Australian CurriculumYear 3ACSIS060.aCommunicating with other students carrying out similar investigations to share experiences and improve investigation skill.2
What Is Science?;Australian CurriculumYear 4ACSSU075.cInvestigating the characteristics of soils.2
What Is Science?;Australian CurriculumYear 4ACSHE061.aExploring ways in which scientists gather evidence for their ideas and develop explanations.2
What Is Science?;Australian CurriculumYear 4ACSIS064.bReflecting on familiar situations to make predictions with teacher guidance.2
What Is Science?;Australian CurriculumYear 4ACSIS216.aDiscussing how well predictions matched results from an investigation and proposing reasons for findings.2
What Is Science?;Australian CurriculumYear 4ACSIS071.aCommunicating with other students carrying out similar investigations to share experiences and improve investigation skills.2
What Is Science?;Australian CurriculumYear 5ACSIS231.bApplying experience from similar situations in the past to predict what might happen in a new situation.2
What Is Science?;Australian CurriculumYear 5ACSIS218.aSharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect.2
What Is Science?; Adaptations and the Environment;Australian CurriculumYear 3ACSHE050.cConsidering how posing questions helps us plan for the future.2
What Is Science?; Adaptations and the Environment;Australian CurriculumYear 3ACSIS053.aChoosing questions to investigate from a list of possibilities.2
What Is Science?; Adaptations and the Environment;Australian CurriculumYear 3ACSIS053.bJointly constructing questions that may form the basis for investigation.2
What Is Science?; Adaptations and the Environment;Australian CurriculumYear 4ACSIS064.aConsidering familiar situations in order to think about possible areas for investigation.2
What Is Science?; Adaptations and the Environment;Australian CurriculumYear 4ACSIS064.cChoosing questions to investigate from a list of possibilities.2
What Is Science?; Adaptations and the Environment;Australian CurriculumYear 4ACSIS065.bWorking in groups, with teacher guidance, to plan ways to investigate questions.2
What Is Science?; Adaptations and the Environment;Australian CurriculumYear 4ACSIS069.aReflecting on investigations, identifying what went well, what was difficult or didn't work so well, and how well the investigation helped answer the question.2
What Is Science?; Adaptations and the Environment;Australian CurriculumYear 5ACSIS231.aExploring the range of questions that can be asked about a problem or phenomena and with guidance, identifying those questions that could be investigated.2
What Is Science?; Adaptations and the Environment;Australian CurriculumYear 5ACSIS086.cDiscussing the advantages of certain types of investigation for answering certain types of questions.2
What Is Science?; Balanced & Unbalanced Forces;Australian CurriculumYear 3ACSIS054.aWorking with teacher guidance to plan investigations to test simple cause-and-effect relationships.2
What Is Science?; Balanced & Unbalanced Forces;Australian CurriculumYear 4ACSSU076.aObserving qualitatively how speed is affected by the size of a force.2
What Is Science?; Balanced & Unbalanced Forces;Australian CurriculumYear 4ACSSU076.dInvestigating the effect of forces on the behaviour of an object through actions such as throwing, dropping, bouncing and rolling.2
What Is Science?; Ecosystems;Australian CurriculumYear 3ACSSU044.dExploring differences between living, once living and products of living things.2
What Is Science?; Light Reflection & Vision;Australian CurriculumYear 5ACSSU080.dRecognising that the colour of an object depends on the properties of the object and the colour of the light source.2
What Is Science?; Light Reflection & Vision; Conservation of Matter; Chemical vs. Physical Changes;Australian CurriculumYear 3ACSIS054.cDiscussing safety rules for equipment and procedures.2
What Is Science?; Light Reflection & Vision; Conservation of Matter; Chemical vs. Physical Changes;Australian CurriculumYear 5ACSIS086.bExplaining rules for safe processes and use of equipment.2
What Is Science?; Properties of Matter;Australian CurriculumYear 3ACSSU046.cPredicting the effect of heat on different materials.2
What Is Science?; Properties of Matter;Australian CurriculumYear 4ACSSU074.bInvestigating a particular property across a range of materials.2
What Is Science?; Properties of Matter;Australian CurriculumYear 5ACSHE083.eInvestigating how the development of materials such as plastics and synthetic fabrics have led to the production of useful products.2
What Is Science?; Wave Properties;Australian CurriculumYear 3ACSIS057.cIdentifying and discussing numerical and visual patterns in data collected from students' own investigations and from secondary sources.2
What Is Science?; Wave Properties;Australian CurriculumYear 4ACSIS068.aIdentifying and discussing numerical and visual patterns in data collected from students' investigations and from other sources.2
What Is Science?; Wave Properties;Australian CurriculumYear 5ACSIS090.bIdentifying patterns in data and developing explanations that fit these patterns.2
Australian CurriculumYear 3ACSHE051.eResearching aboriginal and torres strait islander people’s knowledge of the local natural environment, such as the characteristics of plants and animals.2
Australian CurriculumYear 4ACSHE061.bConsidering how scientific practices such as sorting, classification and estimation are used by aboriginal and torres strait islander people in everyday life.2
Australian CurriculumYear 5ACSSU080.bComparing shadows from point and extended light sources such as torches and fluorescent tubes.2
Australian CurriculumYear 5ACSHE081.dDescribing how scientists from a range of cultures have improved our understanding of the solar system, such as copernicus, khayy?m and galileo.2
Australian CurriculumYear 5ACSHE081.eResearching the different types of scientists who work in teams in space exploration, and australia's involvement in space exploration.2
Australian CurriculumYear 5ACSHE083.bConsidering how decisions are made to grow particular plants and crops depending on environmental conditions.2
Australian CurriculumYear 5ACSHE083.fDescribing how technologies developed to aid space exploration have changed the way people live, work and communicate.2

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