Working with a Level 1 Focus
VELS Level 1 Learning focus statement
The Sample Science units below have been designed to assist teachers in planning learning experiences for students working towards Level 3. They specifically reflect the VELS Level 1 learning focus statement:
As students work towards the achievement of Level 3 standards in Science, they use their senses to explore the world around them; for example, day and night, the seasons, and living and non-living things. They describe their activities and observations using both general and science-specific language; for example, hard, soft, long, short, big, small, strong and weak.
Through sorting objects according to basic criteria such as size, shape, colour and weight, they identify and describe the similarities and differences between them. By participating in very simple investigations involving observation and measurement (for example, making and flying kites, saving water and measuring plant growth) they learn about basic procedures and processes, including collecting and recording data. They display, and make generalisations from their data. They become aware of using safe procedures in their activities.
To view all information on the Victorian Essential Learning Standards go to the VCAA site (http://vels.vcaa.vic.edu.au).
Level 1 Unit Overviews
Living and non-living things
Students investigate features of their environment and distinguish between living and non-living things. They use general and science-specific language to describe characteristics of their pets, both plant and animal, and the different ways in which they care for them.
Looking at materials within our classroom
Students investigate the materials that objects in their classroom are made of, such as wood, plastic, metal or paper. They use their senses to make comparisons and group materials with similar characteristics, for example whether they are magnetic or not. They develop their vocabulary by describing properties of each of the materials using science-specific language.
Weather
Students observe changes that take place throughout their day. They relate specific events or activities to particular times. They develop both general and science-specific language (such as temperature, forecast, pattern) to describe phenomena such as the weather, the appearance of the sun, moon, stars, clouds and rainbows, and day and night. They discuss reasons for their answers to questions such as ‘What clothes will I wear today?’, ‘What shall I eat?’ and ‘What shall I do today?’
Movement
Students investigate how toys work. They carry out simple investigations into the ways that they can make toys move and look for similarities and differences. They sort toys according to criteria such as whether they are made to move by electricity, springs, pushing or pulling or by other means such as magnetism. They investigate whether batteries or mains power are used by their toys and they investigate those which make sounds or emit light.
When planning units, it may be useful to incorporate ideas and strategies from The Science Continuum P-10 critical teaching ideas for students working with a Level 1 or 2 focus.