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• VCSIS018

  Use ‘yes’ or ‘no’ response, pictures, photos and concrete objects to demonstrate their findings

  Elaborations

  • exploring the effects that simple physical actions have on everyday objects
  • exploring and investigating basic cause-and-effect software and activities, for example, hitting a switch, dropping an object, letting go of an object on an incline, feeding an animal

  VCSIS018 | Science | Level B | Science Inquiry Skills | Recording and processing

• VCSIS055

  Represent and communicate observations and ideas about changes in objects and events in a variety of ways

  Elaborations

  • discussing with others what was discovered from an investigation
  • presenting ideas to other students, both one-to-one and in small groups

  VCSIS055 | Science | Foundation to Level 2 | Science Inquiry Skills | Communicating

• VCSIS086

  Compare data with predictions and use as evidence in developing explanations

  Elaborations

  • discussing the difference between data and evidence
  • referring to evidence when explaining the outcomes of an investigation
  • sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect

  VCSIS086 | Science | Levels 5 and 6 | Science Inquiry Skills | Analysing and evaluating

• VCSIS066

  Suggest ways to plan and conduct investigations to find answers to questions including consideration of the elements of fair tests

  Elaborations

  • working in groups, with teacher guidance, to plan ways to investigate questions and evaluating which ways might be most successful
  • exploring, with teacher guidance, different ways to conduct investigations and connecting these to the types of questions asked

  VCSIS066 | Science | Levels 3 and 4 | Science Inquiry Skills | Planning and conducting

• VCSIS020

  Respond to language used to label and describe properties and begin to identify familiar objects

  Elaborations

  • answering using a ‘yes’ or ‘no’ response to questions relating to a focus characteristic of an explored material
  • responding to language used to label and describe properties such as colour, texture and taste
  • beginning to identify familiar products, for example, dog, apple, milk, toy

  VCSIS020 | Science | Level B | Science Inquiry Skills | Communicating

• VCSIS016

  Engage in simple cause-and-effect exploration

  Elaborations

  • touching, pushing, dropping, mixing objects to see what happens to them
  • using cause-and-effect games, programs and toys

  VCSIS016 | Science | Level B | Science Inquiry Skills | Questioning and predicting

• VCSIS072

  Represent and communicate observations, ideas and findings to show patterns and relationships using formal and informal scientific language

  Elaborations

  • using simple explanations and arguments, reports or graphical representations to communicate ideas to other students
  • communicating with other students carrying out similar investigations to share experiences and improve investigation skills

  VCSIS072 | Science | Levels 3 and 4 | Science Inquiry Skills | Communicating

• VCSSU042

  Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met

  Elaborations

  • recognising common features of animals, for example, head, legs and wings
  • describing the use of animal body parts for particular purposes, for example, moving and feeding
  • identifying common features of plants, for example, leaves and roots
  • recognising that different living things live in different places, for example, land and water
  • exploring what happens when habitats change and some living things can no longer have their needs met

  VCSSU042 | Science | Foundation to Level 2 | Science Understanding | Biological sciences

• VCSSU123

  The atomic structure and properties of elements are used to organise them in the periodic table

  Elaborations

  • describing the structure of atoms in terms of electron shells
  • explaining how the electronic structure of an atom determines its position in the periodic table and its properties
  • investigating the chemical activity of metals

  VCSSU123 | Science | Levels 9 and 10 | Science Understanding | Chemical sciences

• VCSSU102

  Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales

  Elaborations

  • recognising that rocks are a collection of different minerals
  • considering the role of forces and energy in the formation of different types of rocks and minerals
  • identifying a range of common rock types using keys based on observable physical and chemical properties

  VCSSU102 | Science | Levels 7 and 8 | Science Understanding | Earth and space sciences

• VCSSU012

  Living things can look and feel different

  Elaborations

  • handling and observing living and non-living things
  • developing an emerging awareness of some essential characteristics of living things, for example, 'Eyes are for seeing’

  VCSSU012 | Science | Level B | Science Understanding | Biological sciences

• VCSSU130

  Electric circuits can be designed for diverse purposes using different components; the operation of circuits can be explained by the concepts of voltage and current

  Elaborations

  • investigating parallel and series circuits and measuring voltage drops across and currents through various components
  • investigating the properties of components such as LEDs, and temperature and light sensors
  • comparing circuit design to household wiring
  • exploring the use of sensors in robotics and control devices

  VCSSU130 | Science | Levels 9 and 10 | Science Understanding | Physical sciences

• VCSSU115

  Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries

  Elaborations

  • considering how the properties of electromagnetic radiation relate to its uses, for example, radar, medical diagnosis and treatment, mobile phone communications and microwave cooking
  • considering how information technology can be applied to different areas of science, for example, bioinformatics, the Square Kilometre Array, DNA sequencing and the analysis of radio astronomy signals
  • considering how computer modelling and imaging technologies has improved knowledge and predictability of phenomena, for example, climate change, atmospheric pollution, plate tectonic movement, and body system functions and interactions

  VCSSU115 | Science | Levels 9 and 10 | Science Understanding | Science as a human endeavour

• VCSSU120

  The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence

  Elaborations

  • describing biodiversity as a function of evolution
  • outlining processes involved in natural selection including variation, isolation and selection
  • investigating changes caused by natural selection in a particular population as a result of a specified selection pressure, for example, artificial selection in breeding for desired characteristics
  • evaluating and interpreting evidence for evolution, including the fossil record, chemical and anatomical similarities, and the geographical distribution of species

  VCSSU120 | Science | Levels 9 and 10 | Science Understanding | Biological sciences

• VCSSU078

  Earth is part of a system of planets orbiting around a star (the Sun)

  Elaborations

  • identifying the planets of the solar system and comparing how long they take to orbit the Sun
  • modelling the relative size of and distance between Earth, other planets in the solar system and the sun

  VCSSU078 | Science | Levels 5 and 6 | Science Understanding | Earth and space sciences

• VCSSU022

  Living things have different names and parts

  Elaborations

  • developing an understanding of some features of living things
  • identifying some features of living things, for example, plants have leaves, dogs have fur, eyes, mouths and legs, flowers have petals, fish have scales

  VCSSU022 | Science | Level C | Science Understanding | Biological sciences

• 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

• VCSSU131

  The interaction of magnets can be explained by a field model; magnets are used in the generation of electricity and the operation of motors

  Elaborations

  • investigating the action at a distance or the field model around magnets of different shapes
  • investigating the movement of a magnet and a wire to produce electricity
  • investigating the effect of a magnet on a current from a battery to produce movement

  VCSSU131 | Science | Levels 9 and 10 | Science Understanding | Physical sciences

• VCSSU061

  Earth’s rotation on its axis causes regular changes, including night and day

  Elaborations

  • modelling the relative sizes and movement of the Sun, Earth and Moon
  • describing timescales for the rotation of the Earth
  • constructing sundials and investigating how they work

  VCSSU061 | Science | Levels 3 and 4 | Science Understanding | Earth and space sciences

• 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