They predict how future applications of science and technology may affect people’s lives. Earth’s resources are used in a variety of ways
Pupils might keep records of how plants have changed over time, for example, the leaves falling off trees and buds opening; and compare and contrast what they have found out about different plants.Pupils should use the local environment throughout the year to explore and answer questions about animals in their habitat. They apply geological timescales to elaborate their explanations of both natural selection and evolution. Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data
In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task
Pupils should compare animals in familiar habitats with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean, in the rainforest.Pupils should use the local environment throughout the year to observe how plants grow. Year 7 Science: Australian Curriculum in Queensland . Calculate amounts of reactants or products in chemical reactions Students investigate relationships in the Earth-Sun-Moon system and use models to predict and explain astronomical phenomena.
‘The daily resources programme is absolutely brilliant. Analyze natural hazard maps
There are differences within and between groups of organisms; classification helps organise this diversity
Students explore how changes can be classified in different ways. Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the Sun, Earth and the Moon
Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study.
They begin to quantify their observations to enable comparison, and learn more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends. Students describe the components of simple systems, such as stationary objects subjected to pushes or pulls, or combinations of materials, and show how objects and materials interact through direct manipulation. They explain changes in an object’s motion by considering the interaction between multiple forces.
Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science and informing students of the role of science in understanding the causes of and solutions to some of the challenges facing society.The scope and nature of their study should be broad, coherent, practical and rigorous, so that students are inspired and challenged by the subject and its achievements.Through the content across all three disciplines, students should be taught so that they develop understanding and first-hand experience of:Biology is the science of living organisms (including animals, plants, fungi and microorganisms) and their interactions with each other and the environment.
They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.The programmes of study for science are set out year-by-year for key stages 1 and 2. They safely use equipment to make and record formal measurements and observations. Different types of chemical reactions are used to produce a range of products and can occur at different rates; chemical reactions may be represented by balanced chemical equations
They use a wave model to explain the properties of sound.