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• VCSSU015

  Objects can be changed and manipulated

  Elaborations

  • exploring the effects that simple physical actions have on everyday objects, for example, pushing a toy car to make it move, letting go of an inflated balloon, dropping a ball
  • investigating how objects can change shape, for example, by squeezing, tearing, twisting, pulling, dropping

  VCSSU015 | Science | Level B | Science Understanding | Physical 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

• VCSSU103

  Change to an object’s motion is caused by unbalanced forces acting on the object; Earth’s gravity pulls objects towards the centre of Earth

  Elaborations

  • investigating the effects of applying different forces to familiar objects
  • investigating common situations where forces are balanced and unbalanced, for example, stationary and falling objects
  • investigating a simple machine such as a lever or a pulley system
  • exploring how gravity affects objects on the surface of Earth

  VCSSU103 | Science | Levels 7 and 8 | Science Understanding | Physical sciences

• VCSSU048

  The way objects move depends on a variety of factors including their size and shape: a push or a pull affects how an object moves or changes shape

  Elaborations

  • observing the way different shaped objects move, such as balls, blocks and tubes
  • comparing the way different sized, but similar shaped, objects roll and bounce, such as tennis balls, golf balls, marbles and basketballs
  • observing how the movement of different living things depends on their size and shape
  • exploring how different strengths of pushes and pulls affect the movement of objects
  • identifying toys from different cultures that use the forces of push or pull

  VCSSU048 | Science | Foundation to Level 2 | Science Understanding | Physical sciences

• Science: Foundation to Level 2 description

  In Foundation to Level 2, the curriculum focus is on awareness of self and the local world. Students observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students observe...

  Level description | Science

• Science: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum focus is on recognising questions that can be investigated scientifically and undertaking investigations. Students observe heat and its effects on solids and liquids and begin to develop an understanding of energy flows through simple systems. In observing day...

  Level description | Science

• VCSSU059

  A change of state between solid and liquid can be caused by adding or removing heat

  Elaborations

  • investigating how liquids and solids respond to changes in temperature, for example water changing to ice, or melting chocolate
  • exploring how changes from solid to liquid and liquid to solid can help us recycle materials

  VCSSU059 | Science | Levels 3 and 4 | Science Understanding | Chemical sciences

• VCSSU023

  Objects have different names and properties, and some can be manipulated and changed

  Elaborations

  • identifying and naming a variety of natural materials in the environment, for example, ‘rock’, ‘grass’, ‘water’, ‘sand’, ‘tree’
  • combining substances and observing them change during mixing, for example, salt and sugar dissolving in water, making jelly

  VCSSU023 | Science | Level C | Science Understanding | Chemical sciences

• VCSSU033

  Objects can be sorted into groups based on their properties, and some objects can be mixed and changed

  Elaborations

  • investigating objects and materials and sorting into groups based on two attributes, for example, food or drink, hot or cold, big or small
  • investigating what familiar objects are made from, including their parts and materials

  VCSSU033 | Science | Level D | Science Understanding | Chemical 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

• 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: Levels 3 and 4 achievement standards

  By the end of Level 4, students describe situations where science understanding can influence their own and others’ actions. They explain the effects of Earth’s rotation on its axis. They distinguish between temperature and heat and use examples to illustrate how heat is produced and transferred...

  Level description | Science | Levels 3 and 4

• Science: Level B achievement standards

  By the end of Level B, students can identify some familiar objects. They actively explore the properties of familiar objects and deliberately initiate a cause to achieve the expected effect. In structured situations, teachers assist the student to record observations of the weather, familiar objects...

  Level description | Science | Level B

• VCSSU063

  Heat can be produced in many ways and can move from one object to another; a change in the temperature of an object is related to the gain or loss of heat by the object

  Elaborations

  • describing how heat can be produced, for example, through friction or by burning
  • exploring how heat can be transferred through conduction
  • recognising that we can feel heat and measure its effects using a thermometer

  VCSSU063 | Science | Levels 3 and 4 | Science Understanding | Physical sciences

• 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

• VCSSU077

  Changes to materials can be reversible, including melting, freezing, evaporating, or irreversible, including burning and rusting

  Elaborations

  • investigating the three changes of state in water
  • investigating irreversible changes, for example, rusting, burning and cooking
  • exploring how reversible changes can be used to recycle materials

  VCSSU077 | Science | Levels 5 and 6 | Science Understanding | Chemical sciences

• VCSSU045

  Everyday materials can be physically changed or combined with other materials in a variety of ways for particular purposes

  Elaborations

  • predicting and comparing how the shapes of objects made from different materials can be physically changed through different actions, for example, bending, stretching and twisting
  • investigating how food can be mixed to form different products, for example, jelly, ice cream or cake
  • suggesting why different parts of everyday objects such as toys and clothes are made from different materials
  • identifying materials that can be changed and remade or recycled into new products, for example, paper and plastic

  VCSSU045 | Science | Foundation to Level 2 | Science Understanding | Chemical sciences

• VCSSU064

  Forces can be exerted by one object on another through direct contact or from a distance

  Elaborations

  • exploring how non-contact forces are similar to contact forces in terms of objects pushing and pulling another object
  • investigating the effect of forces on the behaviour of an object through different actions, for example, throwing, dropping, bouncing and rolling
  • comparing and contrasting the effect of friction on different surfaces, for example, the abrasion of tyres and shoes on a range of surfaces
  • exploring the forces of attraction and repulsion between magnets

  VCSSU064 | Science | Levels 3 and 4 | Science Understanding | Physical sciences

• VCSSU080

  Light from a source forms shadows and can be absorbed, reflected and refracted

  Elaborations

  • classifying materials as transparent, opaque or translucent based on the extent to which light passes through them or is absorbed
  • exploring the use of mirrors to demonstrate the reflection of light
  • recognising the refraction of light at the surfaces of different transparent materials, for example, when light travels from air to water or air to glass
  • recognising that the colour of an object depends on the properties of the object and the colour of the light source

  VCSSU080 | Science | Levels 5 and 6 | Science Understanding | Physical sciences

• VCSSU011

  Objects and the world around us can be explored

  Elaborations

  • manipulating a variety of materials to explore their characteristics, for example, sensory tubs filled with pasta, feathers, water, pebbles
  • observing what happens when materials are mixed, manipulated, moved and changed

  VCSSU011 | Science | Level B | Science Understanding | Science as a human endeavour