Maps for units – Overview – Science
Unit 1 – Our living world
(S6962)
K
Year
1
Year
3
Unit 3 – Weather watch
(S7326)
Biological
Unit 4 – Move it, move it
(S7435)
Biological sciences
Chemical sciences
Overview: Students use their senses Overview: Students examine familiar
to observe the needs of living things; objects using their senses and
understand that objects are made of
both animals and plants.
materials that have observable
Assessment: Collection of work - Our properties.
living world. Teacher collects evidence
Assessment: Assignment/Project of learning to record students'
observations about the needs of living Make a wind ornament. Students
things and how an environment can
describe and respond to questions
affect them.
about the observable properties of the
materials from which an object is made.
Content descriptions assessed:
Assessment checklist
(ACSSU002), (ACSHE013),
(ACSIS014), (ACSIS233),
Content descriptions assessed:
(ACSIS012)
(ACSSU003), (ACSIS014),
(ACSIS233), (ACSIS012)
Earth sciences
Physical sciences
Overview: Students use their senses to Overview: Students use their senses
observe the weather, including daily
to observe the properties and
and seasonal changes and learn to
movement of objects and explore
record observations using symbols.
factors which influence movement.
Unit 1 – Living adventure
(S6964)
Unit 2 – Material madness
(S7224)
Unit 3 – Changes around me
(S7327)
Unit 4 – Light and sound
(S7436)
Biological sciences Overview:
Students make links
between external features of living
things and the environment where
they are found.
Chemical sciences
Overview: Students explore and
describe the properties of materials
and the ways that materials can be
changed to suit a purpose.
Earth sciences
Overview: Students describe the
observable features of a variety of
types of landscapes and skies.
Physical sciences
Overview: Students explore sources
of light and sound and how changes
can be made to light and sound.
Assessment: Presentation - A better
place. Students examine an unhealthy
local habitat to determine changes
required to make it a better place for
living things.
Assessment: Assignment/Project Don’t rock the boat. Students identify
physical changes made to a material
and describe an object (boat) they
have made.
Assessment: Collection of work Light and sound. Students investigate
and describe sources of light and
actions to produce sound and how
they are useful in everyday life. They
manipulate objects to produce sounds
and sort and share observations.
Modelled response
Teacher notes
Assessment task Part A
Assessment task Part A Modelled
response
Assessment task Part B
Assessment task Part B Modelled
response
Assessment: Poster/multi-modal
presentation - Changes in day and
night. Students describe features of,
and observable changes to, a sky and
landscape, and describe the effect on
everyday lives of the change from day
to night.
Teacher notes and GTMJ
Model response
Teacher note
Model response
Content descriptions assessed:
(ACSSU017), (ACSHE021),
(ACSHE022), (ACSIS024),
(ACSIS025), (ACSIS026),
(ACSIS027), (ACSIS029)
Year
2
Unit 2 – Our material world
(S7223)
Chemical
Content descriptions assessed:
(ACSSU018), (ACSIS024),
(ACSIS025), (ACSIS029)
Assessment: Collection of work Weather watch. Students explain,
represent and share observations and
ideas about how weather can affect
living things.
Modelled response
Teacher notes and GTMJ
Assessment: Collection of work Move it, move it. Students investigate,
describe and compare the properties
and movement of familiar objects.
Content descriptions assessed:
(ACSSU019), (ACSHE021),
(ACSIS029)
Unit 4 – Save planet Earth
(S7437)
Chemical sciences
Overview: Students investigate
combinations of different materials
and give reasons for the selection of
particular materials according to their
properties and purpose.
Physical sciences
Overview: Students understand how
a push or pull affects how an object
moves or changes shape.
Biological sciences
Overview: Students examine how
living things, including plants and
animals, change as they grow.
Earth sciences
Overview: Students investigate
Earth's resources. They describe how
Earth's resources are used and the
importance of conserving resources
for the future of all living things.
Assessment: Assignment/Project Toy design. Students identify how a
Assessment: Investigation and
push or pull affects the way an object
scientific report - Combining materials moves and describe changes that
for a purpose. Students investigate the could affect an object’s movement.
combination of materials used to make They pose questions and make
an object for a particular purpose.
predictions about an object’s
movement.
Model response
Teacher note
Model response
Teacher guide and GTMJ
Content descriptions assessed:
(ACSSU031), (ACSHE034) ,
Content descriptions assessed:
(ACSIS037), (ACSIS038),
(ACSSU033), (ACSHE034),
(ACSIS042)
(ACSIS037), (ACSIS038),
(ACSIS040), (ACSIS042)
Assessment: Assignment/project How does it grow? Students describe,
represent, compare and communicate
changes to a living thing as it grows.
Unit 1 – Is it living?
(S6967)
Unit 2 – Spinning Earth
(S7226)
Unit 3 – Hot stuff
(S7329)
Unit 4 – What’s the matter
(S7438)
Biological sciences
Overview: Students understand what
constitutes a living thing and group
living and non-living things according
to observable features.
Earth sciences
Overview: Students investigate the
effect of the Earth’s rotation on its axis
in relation to the position of the sun.
Physical sciences
Overview: Students investigate how
heat is produced and the behaviour of
heat when it transfers from an object or
area to another.
Chemical sciences
Overview: Students explore the
properties of liquids and solids and
understand how a change of state
between solid and liquid can be
caused by adding or removing heat.
Content descriptions assessed:
(ACSSU044), (ACSHE051),
(ACSIS053), (ACSIS054),
(ACSIS055), (ACSIS060)
Model response
Content descriptions assessed:
(ACSSU048), (ACSHE051),
(ACSIS060)
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.
*Highlighted text indicates parts of the
Achievement Standard that are not
assessed in multiple units*
Modelled response
Teacher guide and GTMJ
Content descriptions assessed:
(ACSSU030), (ACSIS040) ,
(ACSIS041), (ACSIS042)
Assessment: Assignment/Project Heat it up. Students use knowledge of
materials and the behaviour of heat to
explain observations and to identify
that science uses investigations to
answer questions.
Stimulus letter
Scientific report
Model response
Content descriptions assessed:
(ACSSU049), (ACSHE050),
(ACSIS054), (ACSIS055),
(ACSIS057), (ACSIS058),
(ACPMP060), (ACSIS060)
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.
Content descriptions assessed:
(ACSSU020), (ACSHE022),
(ACSIS025), (ACSIS027),
(ACSIS029)
Unit 3 – Good to grow
(S7328)
Model response
Achievement Standard
Content descriptions assessed:
(ACSSU004), (ACSIS014),
(ACSIS233), (ACSIS012)
Unit 2 – Toy factory
(S7225)
Assessment: Multi-modal
presentation - The sun, the Earth and
us. 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 the
Earth in their lives.
Physical
Content descriptions assessed:
(ACSSU005), (ACSIS014),
(ACSIS233), (ACSIS012)
Unit 1 - Mix, make and use
(S6965)
Assessment: Collection of work - Is it
living? Students investigate living and
non-living things and communicate
groupings of living things based on
observable features.
Earth
Assessment: Report - Earth’s
resources. Students identify different
uses of one of Earth’s resources and
describe ways to conserve it.
Modelled response
Teacher notes
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.
Content descriptions assessed:
(ACSSU032), (ACSHE035)
(ACSIS042)
Assessment: Exam/Test - Solids and
liquids. Students demonstrate their
knowledge of how solids and liquids
change state involving heat in an
investigation and a supervised
assessment.
Answers
Teacher notes
Content descriptions assessed:
(ACSSU046), (ACSIS053),
(ACSIS055), (ACSIS215),
(ACSIS058), (ACSIS060)
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 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.
Page 1 of 2
Curriculum into the Classroom (C2C) is a suite of materials developed by the State of Queensland to support implementation of the Foundation (Prep) – Year 10 Australian Curriculum.© The State of Queensland 2015 Copyright in the C2C
Materials is owned by, or in the case of some third party materials, licensed to, the State of Queensland. C2C materials are made available only by agreement with the State of Queensland under the terms of the C2C licence available at
http://education.qld.gov.au/c2c/copyright.html
Maps for units – Overview – Science
Year
4
Unit 2 – Ready, set, grow!
(S7227)
Unit 3 – Properties matter
(S7330)
Unit 4 – Fast forces
(S7439)
Earth sciences
Overview: Students explore natural
processes and human activity which
cause weathering and erosion of the
Earth’s surface.
Biological sciences
Overview: Students investigate life
cycles and examine relationships
between living things and their
dependence on the environment.
Assessment: Assignment/Project Soil erosion investigation. Students
describe the natural processes and
human activity that cause changes to
the Earth’s surface. They plan,
conduct and report on an investigation
of the erosion process.
Assessment: Assignment/Project Mapping life cycles and relationships.
Students explore how relationships of
living things impact on their life cycle.
Chemical sciences
Overview: Students investigate
physical properties of materials and
consider how these properties
influence the selection of materials for
particular purposes.
Physical sciences
Overview: Students use games to
investigate and demonstrate the
direction of forces and the effect of
contact and non-contact forces on
objects.
Modelled response
Content descriptions assessed:
(ACSSU075), (ACSHE062),
(ACSIS064), (ACSIS064)
(ACPMP049)
Model response
Teacher notes
Earth
Physical
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
Assessment: Written - Properties
Assessment: Collection of work of living things and sequence key stages in
affecting the use of ochres. Students
Forces. Students gather a collection of the life cycle of a plant or animal. They
plan, conduct, evaluate and report on
work to investigate and communicate identify when science is used to ask
an investigation into the properties of
findings about how forces can be
questions and make predictions. They
ochre and apply this knowledge to real exerted on an object by either contact describe situations where science
life situations.
or non-contact forces.
understanding can influence their own and
others’ actions.
Modelled response
Content descriptions assessed:
Teacher note
(ACSSU076), (ACSHE061),
Students follow instructions
to identify
(ACSIS064), (ACSIS068),
investigable questions about familiar
Content descriptions assessed:
(ACSIS071)
contexts and
predict likely
rom outcomes f
(ACSSU074), (ACSIS064),
investigations. They discuss ways to conduct
(ACSIS065), (ACSIS066),
investigations and safely use equipment to
(ACSIS068), (ACSIS216),
make and record observations. They use
(ACSIS069), (ACSIS071)
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.
Unit 1 – Survival in the Australian
environment
(S6969)
Unit 2 – Our place in the solar
system
(S7228)
Unit 3 – Now you see it
Unit 4 – Matter matters
Achievement Standard
(S7331)
(S7440)
Biological sciences
Overview: Students examine the
structural features and behavioural
adaptations that assist living things to
survive in their environment.
Earth sciences
Overview: Students describe the key
features of our solar system including
planets and stars. They investigate
scientific developments that have
affected people's lives.
Physical sciences
Overview: Students investigate the
properties of light and the formation of
shadows.
Chemical sciences
Overview: Students broaden their
classification of matter to include
gases and begin to see how matter
structures the world around them.
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.
Assessment: Presentation - Create a
creature. Students create a fictional
creature and describe the relationship
between structural features and
behavioural adaptations needed to
survive in an environment.
Create a creature slideshow
Model response
Content descriptions assessed:
(ACSSU043), (ACSIS090),
(ACSIS218), (ACSIS093)
Year
6
Biological
Unit 1 - Here today gone tomorrow
(S6968)
Content descriptions assessed:
(ACSSU075), (ACSHE062),
(ACSIS064), (ACSIS055),
(ACSIS216), (ACSIS071)
Year
5
Chemical
Assessment: Assignment/Project Exploration of the solar system.
Students describe features of the
solar system and developments in
science which improve people's
understanding of the world.
Assessment template
Model response
Content descriptions assessed:
(ACSSU078), (ACSHE082),
(ACSHE083), (ACSIS218),
(ACSIS093)
Assessment: Assignment/Project The aMAZEing trick. Students plan,
conduct, evaluate and communicate
investigations into how the direction of
light can be affected and its
appearance changed. They will also
discuss the effect of an invention
relating to the properties and sources
of light on a person’s life.
Teacher notes
Answer
Assessment template
Assessment: Assignment/project Investigating rates of evaporation and
explaining solids liquids and gases.
Students plan, conduct, evaluate and
report on an investigation into the
effect of a factor on evaporation. They
will describe and apply knowledge of
the properties of solids, liquids and
gases.
Model response
Content descriptions assessed:
(ACSSU080), (ACSHE083),
(ACSIS231), (ACSIS086),
(ACSIS091), (ACSIS093)
Content descriptions assessed:
(ACSSU077), (ACSIS231),
(ACSIS086), (ACSIS088),
(ACSIS090), (ACSIS218),
(ACSIS091), (ACSIS093)
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.
Unit 1 – Making changes
(S6970)
Unit 2 – Energy and electricity
(S7229)
Unit 3 – Our changing world
(S7332)
Unit 4 – Life on Earth
(S7441)
Chemical sciences
Overview: Students investigate
changes that can be made to
materials and how these changes are
classified as reversible or irreversible.
Physical sciences
Overview: Students investigate
electrical circuits as a means of
transferring and transforming
electricity.
Earth sciences
Overview: Students explore how
sudden geological and extreme
weather events can affect Earth's
surface.
Biological sciences Overview:
Students explore the
environmental conditions that affect
the growth and survival of living
things.
Assessment: Assignment/Project Reversible or irreversible? Students
apply knowledge of reversible and
irreversible changes of materials to
plan, conduct and evaluate an
investigation to respond to a claim.
Assessment: Assignment/Project Energy and electricity. Students
identify the requirements for the
transfer of electricity in a circuit,
describe energy transformations in the
generation and use scientific
knowledge to assess energy sources
for a purpose.
Assessment: Exam/Test - Natural
events and change. Students explain
how natural events cause rapid
changes to the Earth’s surface,
identify contributions to the
development of science by people
from a range of cultures, and identify
how research can improve data.
Model response
Teacher instructions
Modelled response
Assessment: Assignment/Project Mouldy bread. Students develop an
investigation question, design and
conduct an investigation including
identifying potential risks and
variables to be changed and
measured. They collect, organise and
analyse data to identify environmental
factors that contribute to mould growth
Students follow procedures to develop
in bread and apply this knowledge.
investigable questions and design
Modelled response
investigations into simple cause-and-effect
Teacher notes
relationships. They identify variables to be
changed and measured, and describe
Content descriptions assessed:
potential safety risks when planning
(ACSSU094), (ACSIS232),
methods. They collect, organise and
(ACSIS103), (ACSIS104),
interpret their data, identifying where
(ACSIS105)
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.
Model response
Content descriptions assessed:
(ACSSU095), (ACSIS103),
(ACSIS104), (ACSIS221),
(ACSIS108), (ACSIS110)
Content descriptions assessed:
(ACSSU097), (ACSSU219),
(ACSHE220), (ACSIS110)
Content descriptions assessed:
(ACSSU096), (ACSHE098),
(ACSHE099), (ACSIS110)
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.
Page 2 of 2
Curriculum into the Classroom (C2C) is a suite of materials developed by the State of Queensland to support implementation of the Foundation (Prep) – Year 10 Australian Curriculum.© The State of Queensland 2015 Copyright in the C2C
Materials is owned by, or in the case of some third party materials, licensed to, the State of Queensland. C2C materials are made available only by agreement with the State of Queensland under the terms of the C2C licence available at
http://education.qld.gov.au/c2c/copyright.html