| Australian Curriculum | Year 3 | ACSHE051.e | Researching aboriginal and torres strait islander people’s knowledge of the local natural environment, such as the characteristics of plants and animals. | 2 |
| Australian Curriculum | Year 4 | ACSHE061.b | Considering how scientific practices such as sorting, classification and estimation are used by aboriginal and torres strait islander people in everyday life. | 2 |
| Australian Curriculum | Year 5 | ACSSU080.b | Comparing shadows from point and extended light sources such as torches and fluorescent tubes. | 2 |
| Australian Curriculum | Year 5 | ACSHE081.d | Describing how scientists from a range of cultures have improved our understanding of the solar system, such as copernicus, khayy?m and galileo. | 2 |
| Australian Curriculum | Year 5 | ACSHE081.e | Researching the different types of scientists who work in teams in space exploration, and Australia's involvement in space exploration. | 2 |
| Australian Curriculum | Year 5 | ACSHE083.b | Considering how decisions are made to grow particular plants and crops depending on environmental conditions. | 2 |
| Australian Curriculum | Year 5 | ACSHE083.f | Describing how technologies developed to aid space exploration have changed the way people live, work and communicate. | 2 |
Animal & Plant Life Cycles; | Australian Curriculum | Year 2 | ACSSU030 | Living things grow, change and have offspring similar to themselves. | 1 |
Animal & Plant Life Cycles; | Australian Curriculum | Year 4 | ACSSU072.b | Describing the stages of life cycles of different living things such as insects, birds, frogs and flowering plants. | 2 |
Animal & Plant Life Cycles; | Australian Curriculum | Year 4 | ACSSU072.c | Comparing life cycles of animals and plants. | 2 |
Animal & Plant Life Cycles; | Australian Curriculum | Year 4 | ACSSU072.d | Recognising that environmental factors can affect life cycles such as fire and seed germination. | 2 |
Animal & Plant Life Cycles; Food Webs; | Australian Curriculum | Year 5 | ACSIS093.c | Using labelled diagrams, including cross-sectional representations, to communicate ideas. | 2 |
Brain Processing of Senses; | Australian Curriculum | Year 3 | ACSIS057.b | Discussing how to graph data presented in a table. | 2 |
Brain Processing of Senses; Adaptations and the Environment; | Australian Curriculum | Year 5 | ACSSU043.b | Describing and listing adaptations of living things suited for particular australian environments. | 2 |
Brain Processing of Senses; Adaptations and the Environment; | Australian Curriculum | Year 5 | ACSSU043.c | Exploring 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 Curriculum | Year 4 | ACSIS068.b | Using 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 Curriculum | Year 4 | ACSIS068.c | Discussing 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 Curriculum | Year 3 | ACSSU044.a | Recognising 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 Curriculum | Year 5 | ACSSU043.a | Explaining 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 Curriculum | Year 5 | ACSIS090.a | Constructing tables, graphs and other graphic organisers to show trends in data. | 2 |
Brain Processing of Senses; What Is Science? (3-5 Version); Animal & Plant Life Cycles; Conservation of Matter; | Australian Curriculum | Year 4 | ACSSU072.a | Making and recording observations of living things as they develop through their life cycles. | 2 |
Collisions; Information Transfer; What Is Science? (3-5 Version); Adaptations and the Environment; | Australian Curriculum | Year 5 | ACSIS086.a | Experiencing 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? (3-5 Version); Animal & Plant Life Cycles; Food Webs; Light Reflection & Vision; | Australian Curriculum | Year 5 | ACSIS086.d | Considering 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? (3-5 Version); | Australian Curriculum | Year 5 | ACSHE081.b | Testing predictions relating to the behaviour of solids, liquids and gases by conducting observational experiments. | 2 |
Collisions; Patterns of Motion & Friction; Energy Transfer; | Australian Curriculum | Year 3 | ACSSU049.a | Describing how heat can be produced such as through friction or motion, electricity or chemically (burning). | 2 |
Collisions; What Is Science? (3-5 Version); | Australian Curriculum | Year 3 | ACSIS058.b | Discussing as a whole class the idea of fairness in testing. | 2 |
Collisions; What Is Science? (3-5 Version); | Australian Curriculum | Year 4 | ACSIS066.b | Recognising the elements of a fair test and using these when planning the steps and processes of an investigation. | 2 |
Collisions; What Is Science? (3-5 Version); | Australian Curriculum | Year 4 | ACSIS069.b | Discussing which aspects of the investigation helped improve fairness, and any aspects that weren't fair. | 2 |
Collisions; What Is Science? (3-5 Version); | Australian Curriculum | Year 5 | ACSIS087.a | Discussing in groups how investigations can be made as fair as possible. | 2 |
Collisions; What Is Science? (3-5 Version); | Australian Curriculum | Year 5 | ACSIS091.a | Working collaboratively to identify where methods could be improved, including where testing was not fair and practices could be improved. | 2 |
Conservation of Matter; | Australian Curriculum | Year 3 | ACSSU049.d | Recognising that we can feel heat and measure its effects using a thermometer. | 2 |
Conservation of Matter; | Australian Curriculum | Year 3 | ACSIS055.b | Using a variety of tools to make observations, such as digital cameras, thermometers, rulers and scales. | 2 |
Conservation of Matter; | Australian Curriculum | Year 5 | ACSIS087.b | Using 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 Curriculum | Year 4 | ACSIS216.b | Comparing, in small groups, proposed reasons for findings and explaining their reasoning. | 2 |
Earth’s Orbit and Rotation; | Australian Curriculum | Year 3 | ACSSU048.c | Describing timescales for the rotation of the earth. | 2 |
Earth’s Orbit and Rotation; | Australian Curriculum | Year 5 | ACSSU078.a | Identifying 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 Curriculum | Year 5 | ACSHE081.f | Learning 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? (3-5 Version); | Australian Curriculum | Year 3 | ACSSU048.b | Constructing sundials and investigating how they work. | 2 |
Ecosystems; | Australian Curriculum | Year 3 | ACSSU044.c | Sorting living and non-living things based on characteristics. | 2 |
Ecosystems; | Australian Curriculum | Year 4 | ACSSU073.a | Investigating how plants provide shelter for animals. | 2 |
Ecosystems; | Australian Curriculum | Year 4 | ACSSU073.e | Recognising that interactions between living things may be competitive or mutually beneficial. | 2 |
Ecosystems; Food Webs; | Australian Curriculum | Year 4 | ACSSU073.b | Investigating the roles of living things in a habitat, for instance producers, consumers or decomposers. | 2 |
Energy Transfer; | Australian Curriculum | Year 3 | ACSSU049.c | Exploring how heat can be transferred through conduction. | 2 |
Energy Transfer; | Australian Curriculum | Year 3 | ACSSU049.b | Identifying 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 Curriculum | Year 4 | ACSSU075.e | Considering 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 Curriculum | Year 3 | ACSIS060.c | Using 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 Curriculum | Year 4 | ACSIS071.b | Using simple explanations and arguments, reports or graphical representations to communicate ideas to other students. | 2 |
Food Webs; | Australian Curriculum | Year 4 | ACSSU073.c | Observing and describing predator-prey relationships. | 2 |
Fossils & Extinction; | Australian Curriculum | Year 3 | ACSHE051.b | Investigating how science helps people such as nurses, doctors, dentists, mechanics and gardeners. | 2 |
Fossils & Extinction; Light Reflection & Vision; | Australian Curriculum | Year 5 | ACSSU080.a | Drawing simple labelled ray diagrams to show the paths of light from a source to our eyes. | 2 |
Fossils & Extinction; Properties of Matter; | Australian Curriculum | Year 4 | ACSHE062.a | Investigating how a range of people, such as clothing designers, builders or engineers use science to select appropriate materials for their work. | 2 |
Four Seasons and Day Length; | Australian Curriculum | Foundation | ACSIS233 | Engage in discussions about observations and represent ideas. | 1 |
Habitats; | Australian Curriculum | Year 1 | ACSSU211 | Living things live in different places where their needs are met. | 1 |
Heating and Cooling; | Australian Curriculum | Year 1 | ACSSU018 | Everyday materials can be physically changed in a variety of ways. | 1 |
Heating and Cooling; | Australian Curriculum | Year 1 | ACSHE021 | Science involves observing, asking questions about, and describing changes in, objects and events. | 1 |
Heating and Cooling; | Australian Curriculum | Year 1 | ACSIS029 | Represent and communicate observations and ideas in a variety of ways. | 1 |
Heating and Cooling; | Australian Curriculum | Year 2 | ACSIS042 | Represent and communicate observations and ideas in a variety of ways. | 1 |
How Do We Use Food; | Australian Curriculum | Year 5 | ACSHE083.a | Considering how best to ensure growth of plants. | 2 |
How Do We Use Food; What Is Science? (3-5 Version); Ecosystems; Food Webs; | Australian Curriculum | Year 4 | ACSSU073.d | Predicting the effects when living things in feeding relationships are removed or die out in an area. | 2 |
Information Transfer; | Australian Curriculum | Year 5 | ACSIS093.b | Constructing multi-modal texts to communicate science ideas. | 2 |
Information Transfer; Animal & Plant Life Cycles; Food Webs; Conservation of Matter; | Australian Curriculum | Year 5 | ACSIS087.d | Recording data in tables and diagrams or electronically as digital images and spreadsheets. | 2 |
Introduction to Light; | Australian Curriculum | Year 2 | ACSIS037 | Pose and respond to questions, and make predictions about familiar objects and events. | 1 |
Introduction to Sound; Introduction to Light; | Australian Curriculum | Year 1 | ACSSU020 | Light and sound are produced by a range of sources and can be sensed. | 1 |
Introduction to Weather; Four Seasons and Day Length; | Australian Curriculum | Foundation | ACSSU004 | Daily and seasonal changes in our environment affect everyday life. | 1 |
Light Reflection & Vision; | Australian Curriculum | Year 5 | ACSSU080.e | Exploring the use of mirrors to demonstrate the reflection of light. | 2 |
Light Reflection & Vision; | Australian Curriculum | Year 5 | ACSSU080.f | Recognising 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 Curriculum | Year 5 | ACSHE081.a | Developing an understanding of the behaviour of light by making observations of its effects. | 2 |
Light Reflection & Vision; | Australian Curriculum | Year 5 | ACSHE083.g | Exploring 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 Curriculum | Year 4 | ACSIS065.c | Discussing and recording safety rules for equipment as a whole class. | 2 |
Living vs. Non-Living Things; | Australian Curriculum | Foundation | ACSSU002 | Living things have basic needs, including food and water. | 1 |
Living vs. Non-Living Things; | Australian Curriculum | Year 1 | ACSIS026 | Use informal measurements to collect and record observations, using digital technologies as appropriate. | 1 |
Living vs. Non-Living Things; | Australian Curriculum | Year 2 | ACSIS039 | Use informal measurements to collect and record observations, using digital technologies as appropriate. | 1 |
Magnets & Static Electricity; | Australian Curriculum | Year 4 | ACSSU076.b | Exploring how non-contact forces are similar to contact forces in terms of objects pushing and pulling another object. | 2 |
Magnets & Static Electricity; | Australian Curriculum | Year 4 | ACSSU076.e | Exploring the forces of attraction and repulsion between magnets. | 2 |
Magnets & Static Electricity; | Australian Curriculum | Year 5 | ACSSU080.c | Classifying materials as transparent, opaque or translucent based on whether light passes through them or is absorbed. | 2 |
Magnets & Static Electricity; Properties of Matter; | Australian Curriculum | Year 5 | ACSSU077.d | Recognising that not all substances can be easily classified on the basis of their observable properties. | 2 |
Magnets & Static Electricity; What Is Science? (3-5 Version); | Australian Curriculum | Year 5 | ACSIS090.c | Identifying similarities and differences in qualitative data in order to group items or materials. | 2 |
Material Properties and Purposes; | Australian Curriculum | Year 2 | ACSSU031 | Different materials can be combined for a particular purpose. | 1 |
Natural Resources; | Australian Curriculum | Year 2 | ACSSU032 | Earth’s resources are used in a variety of ways. | 1 |
Particle Nature of Matter; | Australian Curriculum | Year 5 | ACSSU077.a | Recognising that substances exist in different states depending on the temperature. | 2 |
Particle Nature of Matter; | Australian Curriculum | Year 5 | ACSSU077.b | Observing 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? (3-5 Version); Animal & Plant Life Cycles; Food Webs; Light Reflection & Vision; | Australian Curriculum | Year 3 | ACSIS060.b | Exploring 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? (3-5 Version); Animal & Plant Life Cycles; Food Webs; Light Reflection & Vision; | Australian Curriculum | Year 3 | ACSSU048.d | Modelling the relative sizes and movement of the sun, earth and moon. | 2 |
Particle Nature of Matter; Interactions of Earth’s Spheres; | Australian Curriculum | Year 3 | ACSSU046.b | Exploring 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 Curriculum | Year 5 | ACSHE083.d | Describing the safety aspects of using gases. | 2 |
Particle Nature of Matter; Properties of Matter; | Australian Curriculum | Year 5 | ACSSU077.c | Exploring 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 Curriculum | Year 3 | ACSSU046.a | Investigating 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 Curriculum | Year 5 | ACSHE083.c | Comparing the benefits of using solid, liquid or gaseous fuels to heat a home. | 2 |
Particle Nature of Matter; Water Cycle (3-5 Version); How Do We Use Food; Moon & Its Phases; Earth’s Orbit and Rotation; Interactions of Earth’s Spheres; What Is Science? (3-5 Version); Earth's Landscapes; Animal & Plant Life Cycles; Food Webs; Light Reflection & Vision; Wave Properties; | Australian Curriculum | Year 5 | ACSIS093.a | Discussing how models represent scientific ideas and constructing physical models to demonstrate an aspect of scientific understanding. | 2 |
Parts of a Plant; External Animal Parts; | Australian Curriculum | Year 1 | ACSSU017 | Living things have a variety of external features. | 1 |
Patterns in the Sky; | Australian Curriculum | Foundation | ACSIS012 | Share observations and ideas. | 1 |
Patterns in the Sky; | Australian Curriculum | Year 1 | ACSIS024 | Pose and respond to questions, and make predictions about familiar objects and events. | 1 |
Patterns in the Sky; | Australian Curriculum | Year 1 | ACSIS213 | Compare observations with those of others. | 1 |
Patterns in the Sky; | Australian Curriculum | Year 2 | ACSIS041 | Compare observations with those of others. | 1 |
Patterns in the Sky; Changing the Shape of Land; | Australian Curriculum | Year 1 | ACSSU019 | Observable changes occur in the sky and landscape. | 1 |
Patterns of Motion & Friction; | Australian Curriculum | Year 4 | ACSSU076.c | Comparing 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? (3-5 Version); Adaptations and the Environment; Properties of Matter; Balanced & Unbalanced Forces; Chemical vs. Physical Changes; | Australian Curriculum | Year 4 | ACSIS065.a | Exploring 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? (3-5 Version); Properties of Matter; Balanced & Unbalanced Forces; Chemical vs. Physical Changes; | Australian Curriculum | Year 3 | ACSIS058.a | Describing experiences of carrying out investigations to the teacher, small group or whole class. | 2 |
Properties of Matter; | Australian Curriculum | Year 3 | ACSHE051.a | Considering how heating affects materials used in everyday life. | 2 |
Properties of Matter; | Australian Curriculum | Year 4 | ACSSU074.a | Describing a range of common materials, such as metals or plastics, and their uses. | 2 |
Properties of Matter; | Australian Curriculum | Year 4 | ACSSU074.c | Selecting materials for uses based on their properties. | 2 |
Properties of Matter; | Australian Curriculum | Year 5 | ACSIS087.c | Using 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 Curriculum | Year 3 | ACSIS055.a | Recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm). | 2 |
Properties of Matter; Conservation of Matter; | Australian Curriculum | Year 3 | ACSIS057.a | Using provided tables to organise materials and objects based on observable properties. | 2 |
Properties of Matter; Conservation of Matter; | Australian Curriculum | Year 4 | ACSIS066.a | Making and recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm) and millilitres (ml). | 2 |
Pushes and Pulls; | Australian Curriculum | Foundation | ACSSU005 | The way objects move depends on a variety of factors, including their size and shape. | 1 |
Pushes and Pulls; | Australian Curriculum | Year 1 | ACSIS025 | Participate in guided investigations to explore and answer questions. | 1 |
Pushes and Pulls; | Australian Curriculum | Year 2 | ACSSU033 | A push or a pull affects how an object moves or changes shape. | 1 |
Pushes and Pulls; | Australian Curriculum | Year 2 | ACSIS038 | Participate in guided investigations to explore and answer questions. | 1 |
Renewable vs. Nonrenewable Resources; Energy Transfer; | Australian Curriculum | Year 5 | ACSSU078.c | Recognising the role of the sun as a provider of energy for the earth. | 2 |
Solids, Liquids and Gases; | Australian Curriculum | Foundation | ACSIS014 | Pose and respond to questions about familiar objects and events. | 1 |
Solids, Liquids and Gases; Material Properties and Purposes; | Australian Curriculum | Foundation | ACSSU003 | Objects are made of materials that have observable properties. | 1 |
Structure of Living Things; Animal Group Behavior; Adaptations and the Environment | Australian Curriculum | Year 3 | ACSSU044.b | Recognising the range of different living things. | 2 |
Sun and Other Stars; | Australian Curriculum | Year 5 | ACSSU078.b | Modelling 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 & Rotation | Australian Curriculum | Year 5 | ACSHE081.c | Researching 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 Curriculum | Year 3 | ACSSU048.a | Recognising the sun as a source of light. | 2 |
The Five Senses; | Australian Curriculum | Foundation | ACSIS011 | Participate in guided investigations and make observations using the senses. | 1 |
Water Quality & Distribution; Interactions of Earth’s Spheres; Ecosystems; | Australian Curriculum | Year 4 | ACSHE062.b | Considering methods of waste management and how they can affect the environment. | 2 |
Water Quality & Distribution; Interactions of Earth’s Spheres; Ecosystems; | Australian Curriculum | Year 4 | ACSHE062.c | Exploring 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 Curriculum | Year 3 | ACSHE051.c | Considering how materials including solids and liquids affect the environment in different ways. | 2 |
Water Quality & Distribution; Properties of Matter; | Australian Curriculum | Year 3 | ACSHE051.d | Deciding what characteristics make a material a pollutant. | 2 |
Water Quality & Distribution; Properties of Matter; | Australian Curriculum | Year 4 | ACSSU074.d | Considering 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 Curriculum | Year 4 | ACSSU075.d | Considering how different human activities cause erosion of the earth’s surface. | 2 |
Water Quality & Distribution; Weathering & Erosion; Interactions of Earth’s Spheres; Ecosystems; | Australian Curriculum | Year 4 | ACSHE062.d | Considering how to minimise the effects of erosion caused by human activity. | 2 |
Weathering & Erosion; Interactions of Earth’s Spheres; | Australian Curriculum | Year 4 | ACSSU075.b | Exploring 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 Curriculum | Year 4 | ACSSU075.a | Collecting evidence of change from local landforms, rocks or fossils. | 2 |
What is Engineering?; | Australian Curriculum | Year 1 | ACSIS027 | Use a range of methods to sort information, including drawings and provided tables through discussion, compare observations with predictions. | 1 |
What is Engineering?; | Australian Curriculum | Year 2 | ACSIS040 | Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions. | 1 |
What Is Science? (3-5 Version); | Australian Curriculum | Foundation | ACSHE013 | Science involves observing, asking questions about, and describing changes in, objects and events. | 1 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 2 | ACSHE034 | Science involves observing, asking questions about, and describing changes in, objects and events. | 1 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 2 | ACSHE035 | People use science in their daily lives, including when caring for their environment and living things. | 1 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 3 | ACSHE050.a | Making predictions about change and events in our environment. | 2 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 3 | ACSHE050.b | Researching how knowledge of astronomy has been used by some aboriginal and torres strait islander people. | 2 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 3 | ACSIS053.c | Listing shared experiences as a whole class and identifying possible investigations. | 2 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 3 | ACSIS053.d | Working in groups to discuss things that might happen during an investigation. | 2 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 3 | ACSIS054.b | Discussing as a whole class ways to investigate questions and evaluating which ways might be most successful. | 2 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 3 | ACSIS215.a | Discussing how well predictions matched results from an investigation and sharing ideas about what was learnt. | 2 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 3 | ACSIS060.a | Communicating with other students carrying out similar investigations to share experiences and improve investigation skill. | 2 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 4 | ACSSU075.c | Investigating the characteristics of soils. | 2 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 4 | ACSHE061.a | Exploring ways in which scientists gather evidence for their ideas and develop explanations. | 2 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 4 | ACSIS064.b | Reflecting on familiar situations to make predictions with teacher guidance. | 2 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 4 | ACSIS216.a | Discussing how well predictions matched results from an investigation and proposing reasons for findings. | 2 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 4 | ACSIS071.a | Communicating with other students carrying out similar investigations to share experiences and improve investigation skills. | 2 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 5 | ACSIS231.b | Applying experience from similar situations in the past to predict what might happen in a new situation. | 2 |
What Is Science? (3-5 Version); | Australian Curriculum | Year 5 | ACSIS218.a | Sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect. | 2 |
What Is Science? (3-5 Version); Adaptations and the Environment; | Australian Curriculum | Year 3 | ACSHE050.c | Considering how posing questions helps us plan for the future. | 2 |
What Is Science? (3-5 Version); Adaptations and the Environment; | Australian Curriculum | Year 3 | ACSIS053.a | Choosing questions to investigate from a list of possibilities. | 2 |
What Is Science? (3-5 Version); Adaptations and the Environment; | Australian Curriculum | Year 3 | ACSIS053.b | Jointly constructing questions that may form the basis for investigation. | 2 |
What Is Science? (3-5 Version); Adaptations and the Environment; | Australian Curriculum | Year 4 | ACSIS064.a | Considering familiar situations in order to think about possible areas for investigation. | 2 |
What Is Science? (3-5 Version); Adaptations and the Environment; | Australian Curriculum | Year 4 | ACSIS064.c | Choosing questions to investigate from a list of possibilities. | 2 |
What Is Science? (3-5 Version); Adaptations and the Environment; | Australian Curriculum | Year 4 | ACSIS065.b | Working in groups, with teacher guidance, to plan ways to investigate questions. | 2 |
What Is Science? (3-5 Version); Adaptations and the Environment; | Australian Curriculum | Year 4 | ACSIS069.a | Reflecting 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? (3-5 Version); Adaptations and the Environment; | Australian Curriculum | Year 5 | ACSIS231.a | Exploring 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? (3-5 Version); Adaptations and the Environment; | Australian Curriculum | Year 5 | ACSIS086.c | Discussing the advantages of certain types of investigation for answering certain types of questions. | 2 |
What Is Science? (3-5 Version); Balanced & Unbalanced Forces; | Australian Curriculum | Year 3 | ACSIS054.a | Working with teacher guidance to plan investigations to test simple cause-and-effect relationships. | 2 |
What Is Science? (3-5 Version); Balanced & Unbalanced Forces; | Australian Curriculum | Year 4 | ACSSU076.a | Observing qualitatively how speed is affected by the size of a force. | 2 |
What Is Science? (3-5 Version); Balanced & Unbalanced Forces; | Australian Curriculum | Year 4 | ACSSU076.d | Investigating the effect of forces on the behaviour of an object through actions such as throwing, dropping, bouncing and rolling. | 2 |
What Is Science? (3-5 Version); Ecosystems; | Australian Curriculum | Year 3 | ACSSU044.d | Exploring differences between living, once living and products of living things. | 2 |
What Is Science? (3-5 Version); Light Reflection & Vision; | Australian Curriculum | Year 5 | ACSSU080.d | Recognising that the colour of an object depends on the properties of the object and the colour of the light source. | 2 |
What Is Science? (3-5 Version); Light Reflection & Vision; Conservation of Matter; Chemical vs. Physical Changes; | Australian Curriculum | Year 3 | ACSIS054.c | Discussing safety rules for equipment and procedures. | 2 |
What Is Science? (3-5 Version); Light Reflection & Vision; Conservation of Matter; Chemical vs. Physical Changes; | Australian Curriculum | Year 5 | ACSIS086.b | Explaining rules for safe processes and use of equipment. | 2 |
What Is Science? (3-5 Version); Properties of Matter; | Australian Curriculum | Year 3 | ACSSU046.c | Predicting the effect of heat on different materials. | 2 |
What Is Science? (3-5 Version); Properties of Matter; | Australian Curriculum | Year 4 | ACSSU074.b | Investigating a particular property across a range of materials. | 2 |
What Is Science? (3-5 Version); Properties of Matter; | Australian Curriculum | Year 5 | ACSHE083.e | Investigating how the development of materials such as plastics and synthetic fabrics have led to the production of useful products. | 2 |
What Is Science? (3-5 Version); Reducing Our Impact on Earth; Natural Resources; | Australian Curriculum | Year 1 | ACSHE022 | People use science in their daily lives, including when caring for their environment and living things. | 1 |
What Is Science? (3-5 Version); Wave Properties; | Australian Curriculum | Year 3 | ACSIS057.c | Identifying and discussing numerical and visual patterns in data collected from students' own investigations and from secondary sources. | 2 |
What Is Science? (3-5 Version); Wave Properties; | Australian Curriculum | Year 4 | ACSIS068.a | Identifying and discussing numerical and visual patterns in data collected from students' investigations and from other sources. | 2 |
What Is Science? (3-5 Version); Wave Properties; | Australian Curriculum | Year 5 | ACSIS090.b | Identifying patterns in data and developing explanations that fit these patterns. | 2 |