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• VCSSU035

  The shape of objects will affect how they move

  Elaborations

  • investigating how the shape of an object affects how well it can roll or slide
  • investigating how the shape of a helicopter blade affects how long a model paper helicopter can stay in the air

  VCSSU035 | Science | Level D | 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: Level B description

  In Level B, students play and use structured activities to make observations and use their senses to investigate the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, for example the...

  Level description | Science

• Science: Level C description

  In Level C, students intentionally participate in investigations that require them to explore, observe and identify properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, for example the weather, and changes...

  Level description | Science

• Science: Level D description

  In Level D, students are building their independence to observe and share what they discover about the characteristics and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, for example the weather,...

  Level description | Science

• VCSSU057

  Living things can be grouped on the basis of observable features and can be distinguished from non-living things

  Elaborations

  • exploring differences between living, once living and products of living things
  • identifying variations in the features of plants, for example, colour and shape of leaves, or types of flowers
  • identifying variations in the features of animals, for example, body covering, ear shapes or number of legs

  VCSSU057 | Science | Levels 3 and 4 | Science Understanding | Biological sciences

• Science: Level A description

  In Level A, students learn that their senses can help them understand the world around them and the objects within it. They experience a range of activities that will assist them to attend to and explore the world around them with as much independence as possible. They are exposed to and encouraged...

  Level description | Science

• 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

• VCSIS017

  Explore using their senses

  Elaborations

  • beginning to use their senses, with teacher guidance, to explore and describe the world around them by tasting, smelling, seeing, touching and hearing
  • interacting with living things and objects, with teacher guidance, for example, comparing the textures of different animal coats, listening to different bird calls, comparing shapes and sizes of different containers

  VCSIS017 | Science | Level B | Science Inquiry Skills | Planning and conducting

• 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

• 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