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• VCSSU117

  Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment

  Elaborations

  • describing how the requirements for life (oxygen, nutrients, water and removal of waste) are provided through the coordinated function of body systems, for example, the respiratory, circulatory, digestive, nervous and excretory systems
  • explaining (using models, flow diagrams or simulations) how body systems work together to maintain a functioning body
  • investigating the response of the body to changes as a result of the presence of micro-organisms

  VCSSU117 | Science | Levels 9 and 10 | Science Understanding | Biological sciences

• VCSSU121

  Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems

  Elaborations

  • exploring interactions between organisms, for example, predator/prey, parasites, competitors, pollinators and disease vectors
  • using modelling to examine factors that affect population sizes, for example, seasonal changes, destruction of habitats, introduced species
  • investigating how ecosystems change as a result of environmental change, for example, bushfires, drought and flooding

  VCSSU121 | Science | Levels 9 and 10 | Science Understanding | Biological sciences

• VCSSU093

  Interactions between organisms can be described in terms of food chains and food webs and can be affected by human activity

  Elaborations

  • constructing and interpreting food chains and food webs to show relationships between organisms in an environment
  • recognising the role of microorganisms within food chains and food webs
  • researching examples of human impacts on specific ecosystems, for example, the use of fire by traditional Aboriginal people, the effects of palm oil harvesting, deforestation, agricultural practices or the introduction of new species

  VCSSU093 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCSSU094

  Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce

  Elaborations

  • examining the specialised cells and tissues involved in structure and function of particular organs
  • describing the structure of each organ in a system and relating its function to the overall function of the system
  • identifying the organs and overall function of a system of a multicellular organism in supporting life processes
  • comparing reproductive systems of organisms
  • comparing similar systems in different organisms, for example, digestive systems in herbivores and carnivores, respiratory systems in fish and mammals

  VCSSU094 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCSSU075

  The growth and survival of living things are affected by the physical conditions of their environment

  Elaborations

  • observing the growth of fungi, for example, yeast and bread mould in different temperature conditions
  • investigating how changing the physical conditions for plants impacts on their growth and survival, for example, changing salt water concentrations, using fertilisers or transferring to a different soil type
  • researching organisms that live in extreme environments, for example, Antarctica, a desert or deep sea

  VCSSU075 | Science | Levels 5 and 6 | Science Understanding | Biological sciences

• VCSSU091

  There are differences within and between groups of organisms; classification helps organise this diversity

  Elaborations

  • grouping a variety of organisms on the basis of similarities and differences in particular features
  • classifying using hierarchical systems, for example, kingdom, phylum, class, order, family, genus, species
  • using scientific conventions for naming species
  • using provided keys to identify organisms surveyed in a local habitat

  VCSSU091 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCSSU101

  Water is an important resource that cycles through the environment

  Elaborations

  • considering the water cycle in terms of changes of state of water
  • investigating factors that influence the water cycle in nature
  • exploring how human management of water impacts on the water cycle

  VCSSU101 | Science | Levels 7 and 8 | Science Understanding | Earth and space sciences

• VCSSU090

  Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations

  Elaborations

  • considering decisions made in relation to the recycling of greywater and blackwater
  • investigating strategies implemented to maintain part of the local environment, such as bushland, a beach, a lake, a desert or a shoreline
  • investigating the development of vehicles over time, including the application of science and technology to the designs of solar-powered or electric vehicles
  • relating regulations about wearing seatbelts or safety helmets to knowledge of forces and motion
  • discussing ethical issues that arise from organ transplantation

  VCSSU090 | Science | Levels 7 and 8 | Science Understanding | Science as a human endeavour

• VCSSU074

  Living things have structural features and adaptations that help them to survive in their environment

  Elaborations

  • explaining how particular adaptations aid survival, for example, nocturnal behaviour, silvery coloured leaves of dune plants
  • describing and listing adaptations of living things suited for particular Australian environments

  VCSSU074 | Science | Levels 5 and 6 | Science Understanding | Biological sciences

• Science: Levels 7 and 8 achievement standards

  By the end of Level 8, students explain how evidence has led to an improved understanding of a scientific idea. They discuss how science knowledge can be applied to generate solutions to contemporary problems and explain how these solutions may impact on society. They investigate different forms...

  Level description | Science | Levels 7 and 8

• VCSSU089

  Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science

  Elaborations

  • investigating how advances in telescopes and space probes have provided new evidence about space
  • investigating how the development of microscopes has changed understanding of cell function and malfunction, and how this has led to improved medical treatments for disease
  • investigating how knowledge of the location and extraction of mineral resources relies on expertise from across the disciplines of science
  • considering how advances in technology, combined with scientific understanding of the functioning of body systems, has enabled organ repair and replacement
  • investigating how land management practices of Aboriginal and Torres Strait Islander peoples can help inform sustainable management of the environment

  VCSSU089 | Science | Levels 7 and 8 | Science Understanding | Science as a human endeavour

• VCSSU058

  Different living things have different life cycles and depend on each other and the environment to survive

  Elaborations

  • making and recording observations of living things as they develop through their life cycles, for example, insects, birds, frogs and flowering plants
  • recognising that environmental factors can affect life cycles, for example, fire and seed germination
  • investigating the roles of living things in a habitat, for example, producers, consumers or decomposers
  • predicting the effects when living things in feeding relationships are removed or die out in an area

  VCSSU058 | Science | Levels 3 and 4 | Science Understanding | Biological sciences

• Science | Science: Structure

  The Science curriculum has two interrelated strands: Science Understanding and Science Inquiry Skills. Together, the two strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world.

  Strands	Science...

  Overview material | Science

• VCSSU092

  Cells are the basic units of living things and have specialised structures and functions

  Elaborations

  • examining a variety of cells using a light microscope, by digital technology or by viewing a simulation
  • distinguishing plant cells from animal and fungal cells
  • identifying structures within cells and describing their function
  • recognising that some organisms consist of a single cell

  VCSSU092 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• Science: Foundation to Level 2 achievement standards

  By the end of Level 2, students describe examples of how people use science in their daily lives. They identify and describe examples of the external features and basic needs of living things. They describe how different places meet the needs of living things. They describe the properties, behaviour...

  Level description | Science | Foundation to Level 2

• Science: Level D achievement standards

  By the end of Level D, students can identify and label many familiar objects and indicate some of their properties by using gestures, words, images and objects. They can sort objects based on two properties and can identify key characteristics of familiar plants and animals. Students can identify...

  Level description | Science | Level D

• Science | Science: Learning in Science

  The key concepts

  Six key concepts frame learning in the Science Understanding strand, support key aspects of the Science Inquiry Skills strand and contribute to developing students’ appreciation of the nature of science.

  The six key concepts are:

  Patterns, order and organisation

  An important...

  Overview material | Science

• Science: Levels 9 and 10 description

  In Levels 9 and 10, the curriculum focus is on explaining phenomena involving science and its applications. Students consider both classic and contemporary science contexts to explain the operation of systems at a range of scales. At a microscopic scale, they consider the atom as a system of protons...

  Level description | Science

• VCSSU044

  Objects are made of materials that have observable properties

  Elaborations

  • sorting and grouping materials on the basis of observable properties such as colour, texture and flexibility
  • comparing the traditional materials used for clothing from around the world
  • thinking about how the materials used in buildings and shelters are suited to the local environment

  VCSSU044 | Science | Foundation to Level 2 | Science Understanding | Chemical sciences

• VCSSU079

  Sudden geological changes or extreme weather conditions can affect Earth’s surface

  Elaborations

  • investigating major geological events, for example, earthquakes, volcanic eruptions and tsunamis
  • recognising that earthquakes can cause tsunamis
  • considering the effect of drought on living and non-living aspects of the environment

  VCSSU079 | Science | Levels 5 and 6 | Science Understanding | Earth and space sciences