Progressing towards Level 3
VELS Level 3 Learning focus statement
The learning focus statement for Level 3 is available the VCAA Victorian Essential Learning Standards site (http://vels.vcaa.vic.edu.au/essential/discipline/science/level3.html).
VELS Level 3 standard
Science knowledge and understanding
At Level 3, students classify a range of materials such as solids, liquids and gases according to observable properties, and demonstrate understanding that this system of classification of substances is sometimes problematic. Students describe examples of reversible and non-reversible changes in substances.
Students identify the actions of forces in everyday situations. They use the words push and pull in discussing how things can be moved and stopped. They identify forms of energy and energy transformations in the everyday world. They use appropriate scientific vocabulary to describe and explain their observations and investigations.
Students identify and describe the structural features of living things, including plants and animals. They identify how these features operate together to form systems which support living things to survive in their environments. They distinguish between biotic and abiotic factors in their environment and describe interactions that occur between them. They describe natural physical and biological conditions, and human influences in the environment, which affect the survival of living things. They describe the relationship between day and night and the rotation of the Earth. Students explain how features of the landscape are altered by processes of weathering and erosion.
Science at work
At Level 3, students plan, design, conduct and report collaboratively on experiments related to their questions about living and non-living things and events. They select and use simple measuring equipment, use a range of appropriate methods to record observations, and comment on trends. They describe the concept of a fair test and identify the variables associated with an experiment. They develop fair tests to make comparisons and explain how they have controlled experimental variables.
Students describe safety requirements and procedures associated with experiments. They explain how scientific knowledge is used, or could be used, to solve a social issue or problem. They describe aspects of the work of scientists and how this has contributed to science knowledge.
To view all information on the Victorian Essential Learning Standards go to the VCAA site (http://vels.vcaa.vic.edu.au).
Level 3 Unit Overviews
Why are we built this way?
Students investigate the structure of living things. They explore how animal structures give shape and support to the body and how they assist animals to move and obtain their food. Students identify features of typical plants including roots and shoots, reproductive structures and transport systems and link them to plant survival.
Kitchen chemistry
Through the context of food preparation and cooking students explore examples of changes to everyday materials. Students learn to classify materials as solids, liquids or gases according to their observable properties. They also learn to identify reversible and non-reversible changes in substances.
Energy at home
Students identify forms of energy and energy changes in their everyday world. They investigate how electricity is used in their homes and consider in what ways life would be different if they had to live without it. They construct electric circuits and observe and describe transformations of energy involving light, sound, heat and energy movement.
Life in the water
Students investigate the factors which affect the survival of organisms living in the sea. They distinguish between biotic and abiotic factors in the environment and describe human influences which affect the survival of living things.
Weathering and erosion
Students study landforms in the local environment, such as cliffs, river systems, beaches and farmland to investigate and explain how features of the landscape are altered by weathering and erosion.
Earth in a spin
Students consider the Earth’s place in space and investigate what has to happen for us to experience day and night. Students record observations of the positions of stars during the night and apply their science knowledge and understanding to explain why the stars seem to move across the night sky.
Making things move
Students use transport vehicles, toys and play ground equipment to explore the action of forces in everyday situations. They construct simple working models such as helicopters and parachutes to show forces in action.
When planning this unit, it may be useful to incorporate ideas and strategies from The Science Continuum P-10 critical teaching ideas, progressing towards Level 3.