Progressing towards Level 4
VELS Level 4 Learning focus statement
The learning focus statement for Level 4 is available the VCAA Victorian Essential Learning Standards site (http://vels.vcaa.vic.edu.au/essential/discipline/science/level4.html).
VELS Level 4 standard
Science knowledge and understanding
At Level 4, students explain change in terms of cause and effect. They identify the characteristics of physical and chemical changes. They describe how substances change during reactions. They identify and compare the properties of the new or changed material/s with those of the original material/s. Students explain the role of chemical change in the production of new materials. They qualitatively describe changes in motion in terms of the forces present.
Students apply the terms relationships, models and systems appropriately as ways of representing complex structures. They identify and explain the connections between systems in the human body and their various functions. They identify and explain the relationships that exist within and between food chains in the environment. Students use everyday examples to illustrate the transforming and transferring of energy. They explain how the Earth and the Moon operate as a simple system within the larger solar system. They describe the composition of layers within the Earth. They explain the function of the layers of the Earth’s atmosphere.
Science at work
At Level 4, students analyse a range of science-related local issues and describe the relevance of science to their own and other people’s lives. They explain how sustainable practices have been developed and/or are applied in their local environment. They describe the contributions Australian scientists have made to improve and/or change science knowledge.
Students design their own simple experiments to collect data and draw conclusions. They describe the purpose of experiments they undertake, including a statement of ethical considerations, and relate this purpose to the nature of the data that is collected. They design and build simple models and write an account of the science that is central to explanation of the model. They use diagrams and symbols to explain procedures used when reporting on their investigations.
Students approach data collection systematically, and analyse data qualitatively in terms of errors of measurement. They use a range of simple measuring instruments and materials, and demonstrate understanding of their personal responsibility in using them. They identify and describe safety requirements and procedures associated with experiments and the use of standard equipment. Students use the terms relationships and cause and effect when discussing and drawing conclusions from the data they collect.
To view all information on the Victorian Essential Learning Standards go to the VCAA site (http://vels.vcaa.vic.edu.au).
Level 4 Unit Overviews
Body systems and survival
Students investigate the relationship between the structure of various human and plant systems and their function in contributing to the survival of the organism as a whole. In particular students investigate the digestive, circulatory, respiratory and reproductive systems of humans and compare them with systems of a typical plant.
Solar system
Students learn about the Solar System through a focus on models and their use in science. Students explore the idea of the Earth as part of a relatively simple planet-moon system operating within a larger solar system. Students use a range of resources to investigate relationships between components of these systems in terms of their size, distance from each other and location in space.
Performing materials
Students investigate how materials can be combined to make new composite materials with improved properties such as strength and flexibility. The properties of new materials used to make sports equipment are compared to those of materials used in the past and students relate the new materials to improved performance.
Energy and its uses
Students investigate simple devices which involve energy transfer and transformation. They identify everyday examples of energy transfer and transformation in commercially available goods such as fridges, vacuum flasks and torches.
Exploring places for living
Students investigate their local environment and identify the biotic and abiotic factors that affect the survival of various organisms that live there. Students investigate the importance of abiotic factors such as a temperature, availability of water, composition of soil and their role in supporting living organisms. They describe how organisms are adapted to obtain their requirements and investigate the kinds of interactions between organisms that help them survive.
Hot fizz
Students investigate the behaviour of everyday chemicals by carrying out simple experiments and other investigations into physical and chemical changes. They describe how new and different substances are produced as the result of chemical changes. They examine the cause of rusting, changes produced in the manufacture of foods and the production of metals from ores.
From Earth’s core to the edge of space
Students investigate the occurrence of natural disasters through understanding the structure of the Earth and the composition of its atmosphere in terms of layers. They explore the relationship between movement in the Earth’s crust and natural events such as earthquakes and volcanic activity. They investigate changes in weather patterns and atmospheric conditions and the relationship between these changes and the development of cyclones, droughts and bushfires.
Slip, slide, surf
Students investigate how familiar objects such as toys, balls, boats and surf or skate boards move. They link changes in the motion of such objects to the effect of simple combinations of forces acting on them. Students observe a range of objects and describe changes to their motion in terms of forces.
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 4.