normanton state school science overview 2018 (even) · assessment type: assignment/project...

Normanton State School Science Overview 2018 (EVEN)

2018 NSS Science Curriculum (EVEN-year based)

At Normanton State School we use the C2C units as a starting point for Science unit planning to ensure we are delivering learning of all the Australian

Curriculum content descriptors and the year level achievement standards. The C2C units provide the required Australian Curriculum content descriptors to

be covered as outlined on the unit GTMJ.

In composite classes teachers are expected to use C2C units from both year levels to direct their planning. They may elect to teach one 10 week unit or two

5 week units within the term.

The curriculum plan ensures that teacher planning

Covers each Year level content descriptors and achievement standard within each composite or straight (Prep only) class

Assesses each element of the achievement standard every year

We do not teach the C2C units as is/where is – our planning reflects the needs of our current students and the delivery (NOT the Australian Curriculum

content) is flexible and expected to change from year to year.

Prep

Term 1 Term 2 Term 3 Term 4

C2C unit – 10 wks

Prep - Unit 1 – Our living world. In this unit, students will use their senses to observe the needs of living things, both animals and plants. Assessment name: Our living world Assessment type: Collection of work Assessment purpose: To represent and share observations about the needs of living things and how an environment can affect them. Elements of Achievement Standard. By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share observations of familiar objects and events.

C2C unit – 10 wks

Prep - Unit 1 –Our material

world. In this unit students will examine familiar objects using their senses and understand that objects are made of materials that have observable properties. Assessment name: Make a wind ornament Assessment type: Project Assessment purpose: To describe the observable properties of materials from which an object is made. To respond to questions about observable properties of materials, describe observations and representations and communicate ideas. Elements of Achievement Standard. By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share observations of familiar objects and events.

C2C unit – 10 wks

Prep - Unit 1 –Move it, move it.

This unit involves students using their senses to observe and explore the properties and movement of objects. Assessment name: Move it, move it - Collection of journal entries Assessment Description: Students investigate, describe and compare the properties and movement of familiar objects. Elements of Achievement Standard. By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share observations of familiar objects and events.

C2C unit – 10 wks

Prep - Unit 3 –Weather watch. In this unit students will use their senses to observe the weather and learn that we can record our observations using symbols. Assessment Name - Weather watch: Collection of work Teachers and students organise evidence of learning through a collection of work. This evidence is an ongoing process between a teacher, a student, parents/carers and other partners. The work examples form a dynamic record of a student's learning and development. Elements of Achievement Standard. By the end of Foundation Year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share observations of familiar objects and events.


Year 1/2

Term 1 Term 2 Term 3 Term 4 Based on C2C units

Yr 1, Unit 1 – Living adventure.

Yr 2, Unit 3 – Good to grow.

In these units students make links between external features of living things and the environments in which they live. They examine how living things, including plants and animals, change as they grow.

Yr 1 Assessment Name: A better place Assessment Type: Short-answer questions

Assessment Description: Students identify a range of habitats and examine a local habitat, describing changes. Students describe how science helps people care for environments and communicate their observations. Elements of Achievement Standard. By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They identify a range of habitats. They describe changes to things in their local environment and suggest how science helps people care for environments. Students make predictions, and investigate everyday phenomena. They follow instructions to record and sort their observations and share their observations with others. Yr 2 Assessment name: How does it grow? Assessment type: Supervised assessment Assessment description: Students describe, represent, compare and communicate changes to a living thing as it grows. Elements of Achievement Standard. By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives. Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others.

Based on C2C units

Yr 1, Unit 2 – Material madness.

Yr 2, Unit 1 – Mix, make & use.

In these units students explore how everyday materials can be physically changed in a variety of ways according to their properties. They investigate combinations of different materials and give reasons for the selection of particular materials according to their properties and purpose.

Yr 1 Assessment name: Don't rock the boat Assessment type: Project Assessment description: Students describe the effects of physical changes made to a material to make a boat that floats. Students make a prediction, conduct an investigation and record observations. Elements of Achievement Standard. By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They identify a range of habitats. They describe changes to things in their local environment and suggest how science helps people care for environments. Students make predictions, and investigate everyday phenomena. They follow instructions to record and sort their observations and share their observations with others. Yr 2 Assessment name: Combining materials for a purpose Assessment type: Experimental investigation Assessment description: Students investigate the

combination of materials used to make an object for a particular purpose. Elements of Achievement Standard. By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives. Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others.

Based on C2C units

Yr 1, Unit 4 – Light & sound.

Yr 2, Unit 2 – Toy factory.

In these units students manipulate materials to observe how light and sound is produced, and how changes can be made to light and sound effects. They will understand how a push or pull affects how an object moves or changes shape.

Yr 1 Assessment name: Investigating light and

sound Assessment type: Experimental investigation Assessment description: Students describe objects encountered in everyday life and the effects of interacting with them. Students participate in guided investigations of everyday phenomena. Elements of Achievement Standard. By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They identify a range of habitats. They describe changes to things in their local environment and suggest how science helps people care for environments. Students make predictions, and investigate everyday phenomena. They follow instructions to record and sort their observations and share their observations with others. Yr 2 Assessment name: Toy design project Assessment type: Assignment/Project Assessment description: Students identify how a push or pull affect the way an object moves and describe changes that could affect the object’s movement. Students pose questions and make predictions about an object’s movement. Students represent and communicate observations and ideas. Elements of Achievement Standard. By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives. Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others.

Based on C2C units

Yr 1, Unit 3 – Changes around me

Yr 2, Unit 4 – Save planet Earth.

In these units, students will describe the observable features of a variety of landscapes and skies. They describe how Earth's resources are used and the importance of conserving resources for the future of all living things. Yr 1 Assessment name: My changing world Assessment type: Poster/multimodal presentation Assessment description: Students share

observations about objects, events and changes in the sky and landscape. Elements of Achievement Standard. By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They identify a range of habitats. They describe changes to things in their local environment and suggest how science helps people care for environments. Students make predictions, and investigate everyday phenomena. They follow instructions to record and sort their observations and share their observations with others. Yr 2 Assessment name: Earth's resources: Assessment type: Supervised assessment Assessment description: Students identify different uses of one of Earth's resources and describe ways to conserve it. Students use informal measurements to make observations. Elements of Achievement Standard. By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives. Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others.


Year 2/3

Term 1 Term 2 Term 3 Term 4

Based on C2C units

Yr 2, Unit 3 – Good to grow.

Yr 3, Unit 1 – Is it living?

In these units students examine how living things, including plants and animals, change as they grow. They justify groupings of living and non-living things according to observable features including never living things, once living things and products of living things. Yr 2 Assessment name: How does it grow? Assessment type: Supervised assessment Assessment description: Students describe, represent, compare and communicate changes to a living thing as it grows. Elements of Achievement Standard. By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives. Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others. Yr 3 Assessment name: Is it living? Collection of work Assessment type: Collection of work Assessment description: To describe features

common to living things and use science knowledge to identify effects of a proposed action. To pose questions that can be investigated and make relevant predictions. To collect and present observations and communicate using scientific language. Elements of Achievement Standard. By the end of Year 3, students use their understanding of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They describe features common to living things. They describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives.

Based on C2C units

Yr 2, Unit 1 – Mix, make & use.

Yr 3, Unit 4 – What’s the matter?

In these units students investigate combinations of different materials and give reasons for the selection of particular materials according to their properties and purpose. They will understand how a change of state between solid and liquid can be caused by adding or removing heat.

Yr 2 Assessment name: Combining materials for a purpose Assessment type: Experimental investigation Assessment description: Students investigate the combination of materials used to make an object for a particular purpose. Elements of Achievement Standard. By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives. Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others. Yr 3 Assessment name: Solids and liquids. Assessment type: Supervised assessment Assessment description: Students investigate and explain how solids and liquids change state, collect and present observations to help answer questions and to communicate findings. Elements of Achievement Standard. By the end of Year 3, students use their understanding of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They describe features common to living things. They describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives. Students use their experiences to pose questions

Based on C2C units

Yr 2, Unit 2 – Toy factory. Yr 3, Unit 3 – Hot stuff.

In these units students understand how a push or pull affects how an object moves or changes shape. They will investigate how heat energy is produced and the behaviour of heat when it transfers from one object or area to another. Yr 2 Assessment name: Toy design project Assessment type: Assignment/Project Assessment description: Students identify how a push or pull affect the way an object moves and describe changes that could affect the object’s movement. Students pose questions and make predictions about an object’s movement. Students represent and communicate observations and ideas. Elements of Achievement Standard. By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives. Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others. Yr 3 Assessment name: Heat it up: : Assessment type: Scientific report Assessment description: Students use knowledge of the behaviour of heat to explain observations and describe how they can use science investigations to respond to questions. Students follow investigation procedures to collect quantitative data, represent data and consider the fairness of the investigation. Elements of Achievement Standard. By the end of Year 3, students use their understanding of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They describe features common to living things. They describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives.

Based on C2C units

Yr 2, Unit 4 – Save planet Earth. Yr 3, Unit 2 – Spinning Earth.

In these units, students describe how Earth's resources are used and the importance of conserving resources for the future of all living things. They will investigate the effect of Earth's rotation on its axis in relation to the position of the sun.

Yr 2 Assessment name: Earth's resources: Assessment type: Supervised assessment Assessment description: Students identify different uses of one of Earth's resources and describe ways to conserve it. Students use informal measurements to make observations. Elements of Achievement Standard. By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives. Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their observations and communicate their ideas to others. Yr 3 Assessment name: Spinning Earth: The sun, Earth and us Assessment type: Multimodal presentation Assessment description: Students explain the cause of everyday observations on Earth, including night and day, sunrise and sunset, and shadows and how people use knowledge of the movement of Earth in their lives. Students use diagrams and other representations to communicate these ideas.

Elements of Achievement Standard. By the end of Year 3, students use their understanding of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They describe features common to living things. They describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives.

Normanton State School Science Overview 2018 (EVEN) Students use their experiences to pose questions and predict the outcomes of investigations. They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the investigation questions. Students suggest possible reasons for their findings. They describe how safety and fairness were considered in their investigations. They use diagrams and other representations to communicate their ideas.

and predict the outcomes of investigations. They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the investigation questions. Students suggest possible reasons for their findings. They describe how safety and fairness were considered in their investigations. They use diagrams and other representations to communicate their ideas.

Students use their experiences to pose questions and predict the outcomes of investigations. They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the investigation questions. Students suggest possible reasons for their findings. They describe how safety and fairness were considered in their investigations. They use diagrams and other representations to communicate their ideas.

Students use their experiences to pose questions and predict the outcomes of investigations. They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the investigation questions. Students suggest possible reasons for their findings. They describe how safety and fairness were considered in their investigations. They use diagrams and other representations to communicate their ideas.


Year 4/5


Yr 4, Unit 2 – Ready, set, grow!

Yr 5, Unit 1 – Survival in the

environment. In these units students will investigate life cycles. They will examine relationships between living things and their dependence on the environment. Students will examine the structural features and behavioural adaptations that assist living things to survive in their environment. Yr 4 Assessment name: Ready, set, grow! Mapping life cycles and relationships Assessment type: Multimodal presentation Assessment purpose: To understand how relationships of living things impact on their life cycle. To describe situations where science understanding can influence actions and organise and communicate data. Elements of Achievement Standard. By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They use contact and non-contact forces to describe interactions between objects. They discuss how natural and human processes cause changes to the Earth's surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to ask questions and make predictions. They describe situations where science understanding can influence their own and others' actions. Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from investigations. They discuss ways to conduct investigations and safely use equipment to make and record observations. They use provided tables and simple column graphs to organise their data and identify patterns in data. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why their methods were fair or not. They complete simple reports to communicate their methods and findings. Yr 5 Assessment name: Create a creature Assessment type: Multimodal presentation Assessment description: Students design fictional creatures and describe structural features that enable survival in an environment, and suggest explanations consistent with environmental data.

Based on C2C units

Yr 4, Unit 3 – Properties matter.

Yr 5, Unit 4 – Matter matters.

In these units students will investigate physical properties of materials and consider how these properties influence the selection of materials for particular purposes. They will broaden their classification of matter to include gases and begin to see how matter structures the world around them. Yr 4 Assessment name: Properties affecting the

use of ochre Assessment type: Supervised assessment Assessment description: Students investigate and apply the observable properties of ochre to explain how it can be used in real-life situations and complete a report communicating their findings. Elements of Achievement Standard. By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They use contact and non-contact forces to describe interactions between objects. They discuss how natural and human processes cause changes to the Earth's surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to ask questions and make predictions. They describe situations where science understanding can influence their own and others' actions. Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from investigations. They discuss ways to conduct investigations and safely use equipment to make and record observations. They use provided tables and simple column graphs to organise their data and identify patterns in data. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why their methods were fair or not. They complete simple reports to communicate their methods and findings. Yr 5 Assessment name: Investigating evaporation and explaining solids, liquids and gases: Assessment type: Experimental investigation Assessment description: Students plan, conduct and evaluate an investigation into a variable that affects evaporation and describe and apply knowledge of the properties of solids, liquids and gases. Students communicate ideas, methods and

Based on C2C units

Yr 4, Unit 4 – Fast forces.

Yr 5, Unit 3 – Now you see it.

In these units students will use games to investigate and demonstrate the direction of forces and the effect of contact and non-contact forces on objects. They will investigate the properties of light and the formation of shadows. Yr 4 Assessment name: 60-second slam Assessment type: Experimental investigation Assessment description: Students investigate how forces can be exerted on an object by either contact or non-contact forces and communicate findings based on data collected. Elements of Achievement Standard. By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They use contact and non-contact forces to describe interactions between objects. They discuss how natural and human processes cause changes to the Earth's surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to ask questions and make predictions. They describe situations where science understanding can influence their own and others' actions. Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from investigations. They discuss ways to conduct investigations and safely use equipment to make and record observations. They use provided tables and simple column graphs to organise their data and identify patterns in data. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why their methods were fair or not. They complete simple reports to communicate their methods and findings. Yr 5 Assessment name: The aMAZEing trick: Assessment type: Experimental investigation Assessment description: Students plan, predict and conduct fair investigations to explain everyday phenomena associated with the transfer of light. Students discuss how scientific developments have affected people's lives. Students describe ways to improve methods and communicate ideas and

Based on C2C units

Yr 4, Unit 1 – Here today, gone

tomorrow.

Yr 5, Unit 2 – Our place in space.

In these units students will explore natural processes and human activity that cause weathering and erosion of the Earth's surface. They will describe the key features of our solar system including planets and stars. Yr 4 Assessment name: Soil erosion investigation Assessment type: Project Assessment description: Students describe the natural processes and human activity that cause changes to the Earth's surface. Students plan, conduct and report on an investigation of the erosion process. Students apply science understandings to formulate control strategies in real-life situations. Elements of Achievement Standard. By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They use contact and non-contact forces to describe interactions between objects. They discuss how natural and human processes cause changes to the Earth's surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to ask questions and make predictions. They describe situations where science understanding can influence their own and others' actions. Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from investigations. They discuss ways to conduct investigations and safely use equipment to make and record observations. They use provided tables and simple column graphs to organise their data and identify patterns in data. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why their methods were fair or not. They complete simple reports to communicate their methods and findings. Yr 5 Assessment name Exploration of the solar system Assessment type: Multimodal presentation Assessment purpose: Students describe key features of the solar system and how scientific knowledge develops from different people’s contributions. Students discuss how scientific developments have affected people’s lives. Students

Normanton State School Science Overview 2018 (EVEN) Elements of Achievement Standard. By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives and how science knowledge develops from many people's contributions. Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types.

findings using a range of text types. Elements of Achievement Standard. By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives and how science knowledge develops from many people's contributions. Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types.

findings. Elements of Achievement Standard. By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives and how science knowledge develops from many people's contributions. Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types.

communicate ideas using a range of text types. Elements of Achievement Standard. By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives and how science knowledge develops from many people's contributions. Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types.


Year 5/6


Yr 5, Unit 1 – Survival in the

environment.

Yr 6, Unit 4 – Life on Earth. In these units students will examine the structural features and behavioural adaptations that assist living things to survive in their environment. They will explore the environmental conditions that affect the growth and survival of living things. Yr 5 Assessment name: Create a creature Assessment type: Multimodal presentation Assessment description: Students design fictional creatures and describe structural features that enable survival in an environment, and suggest explanations consistent with environmental data. Elements of Achievement Standard.

By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives and how science knowledge develops from many people's contributions. Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types. Yr 6 Assessment name: Mouldy bread Assessment type: Experimental investigation Assessment description: Students develop an

investigation question, design and conduct an investigation including identifying potential safety risks and variables to be changed and measured. Students collect, organise and interpret data to identify environmental factors that contribute to mould growth in bread and apply this knowledge.

Based on C2C units

Yr 5, Unit 4 – Matter matters.

Yr 6, Unit 1 – Making changes. In these units students will broaden their classification of matter to include gases and begin to see how matter structures the world around them. They will investigate changes that can be made to materials and how these changes are classified as reversible or irreversible. Yr 5 Assessment name: Investigating evaporation and explaining solids, liquids and gases: Assessment type: Experimental investigation Assessment description: Students plan, conduct

and evaluate an investigation into a variable that affects evaporation and describe and apply knowledge of the properties of solids, liquids and gases. Students communicate ideas, methods and findings using a range of text types. Elements of Achievement Standard. By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to

function in their environments. Students discuss how scientific developments have affected people's lives and how science knowledge develops from many people's contributions. Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types. Yr 6 Assessment Name: Reversible or irreversible? Assessment Type: Experimental investigation Assessment Description: Students apply knowledge of reversible and irreversible changes of materials to plan and conduct a fair test with safety considerations. Students record data, identify improvements to method and data and respond to a claim.

Based on C2C units

Yr 5, Unit 3 – Now you see it.

Yr 6, Unit 2 – Energy & electricity.

In these units students will investigate the properties of light and the formation of shadows. They will investigate electrical circuits as a means of transferring and transforming electricity. Yr 5 Assessment name: The aMAZEing trick: Assessment type: Experimental investigation Assessment description: Students plan, predict and conduct fair investigations to explain everyday phenomena associated with the transfer of light. Students discuss how scientific developments have affected people's lives. Students describe ways to improve methods and communicate ideas and findings. Elements of Achievement Standard. By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives and how science knowledge develops from many people's contributions. Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types. Yr 6 Assessment name: Energy and electricity Assessment type: Supervised assessment Assessment purpose: To analyse the requirements for the transfer of electricity in a circuit, describe energy transformations in the generation of electricity and use scientific knowledge to assess energy sources for a purpose.

Based on C2C units

Yr 5, Unit 2 – Our place in space.

Yr 6, Unit 3 – Our changing world.

In these units students describe the key features of our solar system including planets and stars. They explore how sudden geological and extreme weather events can affect Earth's surface. Yr 5 Assessment name Exploration of the solar system Assessment type: Multimodal presentation Assessment purpose: Students describe key features of the solar system and how scientific knowledge develops from different people’s contributions. Students discuss how scientific developments have affected people’s lives. Students communicate ideas using a range of text types. Elements of Achievement Standard. By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives and how science knowledge develops from many people's contributions. Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and communicate their ideas, methods and findings using a range of text types Yr 6 Assessment name: Natural events and

change Assessment type: Exam Assessment description: Students explain how natural events cause rapid changes to Earth's surface, identify contributions to the development of science by people from a range of cultures, and identify how research can improve data.

Normanton State School Science Overview 2018 (EVEN) Elements of Achievement Standard. By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another to generate electricity. They explain how natural events cause rapid change to the Earth's surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge is used in decision making and identify contributions to the development of science by people from a range of cultures. Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using graphic representations and construct multi-modal texts to communicate ideas, methods and findings.

Elements of Achievement Standard. By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another to generate electricity. They explain how natural events cause rapid change to the Earth's surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge is used in decision making and identify contributions to the development of science by people from a range of cultures. Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using graphic representations and construct multi-modal texts to communicate ideas, methods and findings.




Year 7/8


Yr 7, Unit 8 – Affecting organisms.

Yr 8, Unit 8 – Survival. In these units students will review their understanding of food webs, to identify how human activity can impact food webs in the marine environment. Students will analyse the relationships between the structure and function of organs in the major systems of the human body, including the reproductive system. Yr 7 Assessment name: Southern Ocean food webs Assessment description: Students construct food webs, predict the effect of change on food webs, describe trends and describe where scientific knowledge has been used to improve fishing practices. Elements of Achievement Standard. By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth's gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines has been used to solve a real-world problem. They explain how the solution was viewed by, and impacted on, different groups in society. Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.

Based on C2C units

Yr 7, Unit 2 – Water – Waste not.

Yr 8, Unit 2 – Common substances. In these units students consider the importance of sustainable, clean water in the community. They investigate the application of separation techniques in water treatment and recycling processes, and compare and contrast artificial treatment processes with the water cycle to understand how humans have impacted on and mimic natural processes. Students extend their application of the particle model of matter to represent and explain differences between elements, compounds and mixtures, and differences between physical and chemical change. Yr 7 Assessment name: Water issue Assessment type: Research Assessment description: Students describe and compare natural and artificial water treatment processes, and describe a solution to a real-world problem and the impact of this solution on society. Elements of Achievement Standard. By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth's gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines has been used to solve a real-world problem. They explain how the solution was viewed by, and impacted on, different groups in society. Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.

Based on C2C units

Yr 7, Unit 4 – Motion in real

systems.

Yr 8, Unit 6 – What’s up. In these units students will build on understandings of force and motion and apply these to situations and problems in everyday life. Students will examine Australia's supply and use of renewable and non-renewable energy resources. They will consider the impact of solar technology being made available to Australia's First Peoples living in remote Australian communities. Yr 7 Assessment name: Balloon-powered vehicle Assessment type: Scientific report Assessment description: Students identify a question, plan and conduct fair tests considering safety, and predict and describe how forces acting on a vehicle affect its motion. Students use evidence to draw conclusions and identify relationships, and evaluate data quality and testing methods. Elements of Achievement Standard. By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth's gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines has been used to solve a real-world problem. They explain how the solution was viewed by, and impacted on, different groups in society. Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.

Based on C2C units

Yr 7, Unit 6 – Sensational seasons.

Yr 8, Unit 4 – Rock my world. In these units Students will explore the relationship between the tilt of Earth on its axis, its rotation and orbit around the sun, and seasons. Students will apply their understanding of rocks and minerals to describe the properties of soil, formed from the weathering of rocks, and the impact of soil degradation on the environment and agriculture. Yr 7 Assessment name: Sensational seasons Assessment description: Students explain how the relative positions of Earth and the sun affect the seasons on Earth. Students describe how understanding of seasons has addressed a real-world problem. Students summarise data from different sources and use scientific language and appropriate representations. Elements of Achievement Standard. By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth's gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines has been used to solve a real-world problem. They explain how the solution was viewed by, and impacted on, different groups in society. Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations.

Normanton State School Science Overview 2018 (EVEN) Yr 8 Assessment name: Reproduction: Exam/Test Assessment description: Students analyse the

relationships between structure and function of organs within different reproductive systems. Students consider ethics when planning investigations and analyse trends occurring in reproduction cycles. Elements of Achievement Standard. By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the time scales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.

Yr 8 Assessment name: Materials Queensland Assessment type: Experimental investigation Assessment description: Students plan, conduct, evaluate and report on an experimental investigation of the physical and chemical properties of fabrics in order to reach conclusions about their suitability for use in a poolside chair. Students explain observed changes using the particle model of matter. Elements of Achievement Standard. By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the time scales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.

Yr 8 Assessment name: What's up: The Hurler Assessment description: Students describe and

explain how energy transfers and transformations cause changes within the operating sequence of a Rube Goldberg machine. Students incorporate modifications into the initial design of the machine, considering risk, and evaluate the effectiveness of these modifications in improving the quality of the machine. Students complete a written report about the design and evaluation, using appropriate scientific language and representations. Elements of Achievement Standard. By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the time scales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.

Yr 8 Assessment name: Rock my world Assessment type: Supervised assessment Assessment description: Students compare and account for differences in rock types and processes of rock formation, including the timescales involved. Students construct and use representations to analyse patterns and draw conclusions about rock types, rock forming processes and the geological history of landscapes. Students describe a situation in which scientists collaborated to generate a solution to a contemporary problem, and identify risk and suggest risk management strategies associated with geological fieldwork. Students use appropriate language and representations to communicate science ideas. Elements of Achievement Standard. By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the time scales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.


Year 9/10


Yr 9, Unit 6 – Responding to

change.

Yr 10 Unit 2 – Life evolves. In these units students will explore the concepts of change and sustainability within an ecosystem. They will understand that all life is connected through ecosystems and changes to its balance can have an effect on the populations, interrelationships and the flow of matter and energy. Students will develop an understanding of how the diversity of life on Earth can be explained by the theory of evolution by natural selection. Yr 9 Assessment name: Analysing ecosystem changes: Research Assessment description: Students pose research questions, analyse data and draw conclusions about a changing ecosystem and justify ethical and sustainable proposal/s to a specified audience. Elements of Achievement Standard. By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people's lives. Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others' methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences.

Based on C2C units

Yr 9, Unit 8 – Heat & Eat.

Yr 10, Unit 4 – Chemical reactions

matter. In these units students will explore a range of chemical reactions and their application in everyday life. Students will explore the factors that affect reaction rates through observation and experimentation. Students will plan, conduct, evaluate and report on an investigation into reaction rate of a chemical process Yr 9 Assessment name: Heat and eat: Assessment type: Experimental investigation Assessment description: Students research chemical reactions and energy transfers and then design and conduct an investigation to determine the types and quantities of reactants best suited to reheating portable pre-cooked meals. Elements of Achievement Standard. By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people's lives. Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others' methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences. Yr 10 Assessment name: Investigating reaction

Based on C2C units

Yr 9, Unit 2 – Making waves.

Yr 10, Unit 6 – Energy of motion. In these units students will build on their knowledge of energy transfer to include the wave-based models of energy transfer related to sound and light. Students investigate wave motion and how different mediums affect sound and light transfer. Students will investigate the impact of forces and energy on the motion of objects. Students will use the laws of motion and the Law of Conservation of Energy to predict, describe and explain the consequences of the rapid changes in the forces and energy acting during collisions. Yr 9 Assessment name: Making waves: The transfer of light and sound Assessment type: Exam Assessment description: Students explain the transfer of energy using different models, design an investigation method, including control and measurement of variables, collect data and identify relationships between variables. Elements of Achievement Standard.

By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people's lives. Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others' methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences.

Based on C2C units

Yr 9, Unit 4 – Changing Earth.

Yr 10, Unit 8 – The universe. In these units students explore the historical development of the theory of plate tectonics. They model and investigate geological processes involved in Earth movement. Students understand that the universe is made up of a variety of features, including galaxies, stars and solar systems, and the Big Bang theory can be used to explain the origin of the universe. Yr 9 Assessment name: Plate tectonics: Exam Assessment description: Students explain how geological processes result in tectonic events and changes to Earth's surface, identify patterns in secondary data and evaluate secondary sources to critique validity of claims. Students describe factors that have impacted on the development of the theory of plate tectonics. Elements of Achievement Standard. By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people's lives. Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others' methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences.

Normanton State School Science Overview 2018 (EVEN) Yr 10 Assessment name: Evolution Assessment type: Research Assessment description: Students identify evidence that supports theories of evolution, analyse how evolutionary theory has developed over time and evaluate secondary sources for scientific validity. Elements of Achievement Standard. By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth's spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review. Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

rates Assessment type: Experimental investigation Assessment description: Students design an investigation, develop an investigation question and hypothesis, manage risk, analyse data and identify relationships between investigated factor and reaction rate of a chemical process. Students develop a conclusion consistent with experimental data and identified relationships and evaluate the effectiveness of the method, including suggestions for improvements, and present this as a scientific report. Elements of Achievement Standard. By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth's spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review. Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

Yr 10 Assessment name: Special delivery! Assessment description: Students use physical

sciences concepts to predict and describe changes in motion and energy related to an impact protection feature. Students analyse collected data, identify sources of uncertainty, explain improvements to the method considering fairness, reliability and use of digital technologies, develop conclusions and communicate findings in a report. Elements of Achievement Standard. By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth's spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review. Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

Yr 10 Assessment name: The universe Assessment description: Students demonstrate scientific understanding of the universe, including theories of the origin of the universe and how new evidence and methodologies support the acceptance of particular explanations and lead to changes in scientific understanding. Elements of Achievement Standard. By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth's spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review. Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

normanton state school science overview 2018 (even) · assessment type: assignment/project...

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