WELCOME BACK SEMESTER TWO SCIENCE WILL TOTALLY ROCK AT NORTH KALGOORLIE PRIMARY SCHOOL
All students from Pre-Primary to Year 6 will be covering Biological Sciences and Earth and Space Science this Semester. Students will carry out experiments and written theory to embrace their learning on a journey from looking at such aspects as: basic needs of living things, animal and plant life cycles, survival of plants and animals in desert environments, features of worms and snails, earthquakes, tsunamis, volcanoes and a variety of STEM (Science, Technology, Engineering, Mathematics) activities. Students will have the opportunity to expand their knowledge by using technology in their Science lessons by using such apps as IMovie, Table and Graphs and having access to a variety of Science apps. Please feel free to come into the Science room and have a look at all your child/children's wonderful work.
Thank you kindly Karyn Quinn (Science Teacher)
OVERVIEW OF TERM 3 2017
Pre-Primary All animals, including humans, use their sensory organs to gather information about their environment. The sharp eye, the cocked ear, or the careful sniffing of air can warn animals of dangers that might threaten their survival. Humans use senses to gather information not only critical for our immediate safety, but also for planning to meet our basic needs for things such as food, water and shelter.
Students have the opportunity to investigate the basic needs for survival of animals, including humans, and how their senses help them stay alive. Students’ understanding of basic needs and their importance in our lives will be developed through hands-on activities. Through investigations, students will explore the needs of a class pet and compare them to their own needs.
Year 1 The world is teeming with animal life. Even the most unexpected places can host a diverse range of creatures. As humans, we share our wonderful planet with many other animals. Taking the time to really look at another species can provide a window into the similarities and differences among living beings, and can help us to appreciate how we are all part of a single, gloriously complex ecological system.
By observing the features and behaviour of small animals, students glimpse the diversity of animal life. Students observe the external features of small animals leading to a better understanding of how their features help them survive in their habitats. Through investigations, students learn how animals move, feed and protect themselves. They explore and compare the habitats of different animals.
Year 2 All living things have their own life story, but all species share in the same cycle of growth, change, reproduction and death. Understanding more about the life cycles of various species can help us in many ways. It might help us to protect and preserve endangered species, to manage and control unwanted species like insect pests, or to improve animal husbandry.
Students are provided the opportunity to explore the growth of a range of living things and explore the processes of growth and change, of reproduction and death that apply to all animals. Through hands-on activities and investigations, students compare the growth of living things under different conditions.
Year 3 What is that? Is it alive? How is it like other things I know? Humans have always sought to make sense of the world around them by grouping things they see, for example, as edible, threatening or useful. Scientists develop classification systems to try to understand the diversity of life and how species are related throughout history. As more and more species disappear from the face of the Earth, we are caught up in a race to discover what we never knew we had.
Students are provided the opportunity to explore features of living things, and ways they can be grouped together. Through hands on activities, students explore how living things can be grouped on the basis of observable features and can be distinguished from non living things. They use this knowledge to investigate the animal groups in the leaf litter of their own school grounds.
Year 4 Who would think that insects as small as the bee and ant would play such a pivotal role in the world’s ecosystems and the survival of humankind? Bees are the major pollinators of our food crops. There are more than 1500 plant species in Australia that rely on ants for seed dispersal to continue their life cycle.
Students are provided the opportunity to explore the special relationship between plants and animals, such as bees and ants. Through investigations students investigate about the life cycles of these species as well as the mutually beneficial relationships these species have with one another.
Year 5 It can be hard to imagine how any form of life could survive in the extreme temperatures and dryness of a desert environment. Yet even in such places an amazing diversity of plants and animals can still be found. Their structural features and adaptations not only help them to survive, but thrive under these conditions.
Students are provided the opportunity to explore some of the structural features and adaptations of desert plants and animals, and to compare them with plants and animals that live in other environments. They pose questions and develop evidence-based claims supported by their reasoning. Through hands on activities, students investigate how the structural features of desert plants and animals help them to survive in their own natural environment.
Year 6 Micro-organisms affect everyone. Some are helpful, while others are harmful. Pathogenic micro-organisms can cause diseases like sore throats, influenza, tuberculosis and AIDS. Decomposer micro-organisms decay rotting plant and animal matter, returning important nutrients back into the soil. Food spoilage micro-organisms like mould ruin stored food. Other bacteria and yeasts are vital to the production of food and drinks like yoghurt and bread, and beer and wine.
Students are provided the opportunity to develop an understanding of the role of micro-organisms in food and medicine. Students investigate the conditions micro organisms need to grow, learn about yeast and the bread-making process, and research the development of penicillin.
OVERVIEW OF TERM 1 2017
The universe, and everything in it, is continuously moving and changing. Why and how things move depends on a variety of factors, including their size and shape. Movement and change are concepts that we need to understand to make sense of the world around us. They are linked to concepts of energy and force. Scientists and engineers apply these concepts to design toys, cars and spacecraft and study the performance of athletes.
Students develop an understanding of how things move. They explore the push and pull forces they can use to move objects in ways such as sliding, bouncing and spinning. Through investigations, students observe and gather evidence about rolling objects and explore the idea of fair testing.
Light and sound surround us, bringing a wealth of information about our world. We use light and sound to communicate with each other. Sounds can be as different as beautiful music or screaming sirens. Light can transmit the pictures from a television screen or the expressions on someone’s face. Almost continuously, light and sound affect what we think and do, and how we feel.
Students investigate sources of light and sound, how they are produced and how light and sound travel. Students’ understanding of the role of light and sound in our lives and our community will be developed through hands-on activities. Through investigations, students explore why we have two eyes instead of one.
Forces are at work in everything we do - we push to open doors, and pull to tie ropes. Gravity pulls on things to make them fall down or to keep them down. Scientists and engineers studyforces to design better bridges and faster aeroplanes, and to reduce the forces that affect people in car accidents.
Students explore pushes and pulls through investigations, students observe and gather evidence about how these forces act in air and water, and on the ground. Students identify the effect of the pull of gravity and learn that both air and water can ‘push’.
Heat is important to us in many ways in our everyday lives. We use heat in practical ways, such as drying our hair, cooking our dinner and warming our water. We enjoy the feel of the Sun’s warmth on our skin on a spring day or the satisfying warmth of holding a cup of hot chocolate on a cold winter’s night. But we also know about the dangers of heat and react instinctively when we touch a hot stove or walk barefooted on hot sand. However, heat also preoccupies us. We worry about things being too hot or too cold - the daily temperature, our coffee, our food, the water in the shower, how we sleep.
Students have the opportunity to investigate different heat sources and how heat moves from one object to another. Through hands on activities, students investigate the difference in conductivity of materials.
Why do balls roll? Why do apples fall from trees? Why do some things slide across ice but not on carpet? What makes our bikes stop when we brake? We use all types of forces including friction, gravity and pushes and pulls when we exercise, ride bicycles and drive cars. Engineers and scientists use their knowledge of forces and motion to design things for our homes, work and school.
Students have the opportunity to explore forces and motion through hands-on activities. They identify forces that act at a distance and those that act in direct contact, and investigate how different-sized forces affect the movement of objects.
What would our lives be without light? We need it to see everything we do in every moment of the day. We rely on light to read a book, cross the street, admire artwork, watch the sunset and look into faces. Light plays a role in some of our most sophisticated technology. It enables us to play music from a CD or record movies. High-speed optical cable is used in our communications. Lasers are employed in cutting-edge surgery and defense.
Students have the opportunity to explore the properties of light and how it enables us to see.Their thinking about light and its role in our lives and our community will be developed using hands on activities. Through investigations students explain how objects reflect, absorb and refract light, and how we can use light to meet our needs.
Electrical energy is part of our everyday lives at home, at work and at school. We use it for refrigeration, machines and lighting. Portable devices, such as mobile phones, watches and many toys, rely on batteries for electrical energy. Electric circuits are needed to allow energy to be transferred from a battery to light bulbs, motors and buzzers, where it is changed into light, movement or sound.
Students develop their understanding through hands-on activities that explore the role of electrons in transferring energy in electric circuits. Through investigating batteries, light bulbs, switches, conductors and insulators, they explain how battery-operated devices, for example, a torch, work.
OVERVIEW OF TERM 2
Pre-Primary All around us are things made from interesting materials that have observable properties. Who would once have imagined things like CDs, self adhesive notes or floppy silicone ovenware? Materials that we now take for granted are the products of imagination and exploratory science. What new materials will be part of the world of the future and how might existing materials be used in new ways?What might materials allow us to make and do? Through investigations, the students develop skills of observing, describing, comparing and communicating and opportunities to explore, through hands on activities, what things are made of in the school environment and the properties of the materials used to make them.
Year 1 Changes are happening all around us. Chocolate melts in the sun, water evaporates from puddles and cement hardens in the open air. Predicting the changes that can happen to everyday materials is important in understanding the best way to manage things such as, food handling and cooking, construction and packaging. By observing change, students glimpse the diversity of materials in their world. Students explore change through the context of food including spaghetti, chocolate and popcorn. Students learn about how heating or cooling a food can change its properties and whether the change can be reversed or not. An investigation about which type of chocolate melts the fastest will help students draw conclusions about how fast or slow changes can happen and the consequences of change.
Year 2 We are surrounded by mixtures — the air we breathe, the food we eat and drink, and our personal grooming products. Chefs try mixing ingredients in different ways to make tasty combinations and interesting textures. Through inquiry, scientists have developed mixtures that are useful for all kinds of purposes, such as alloys, amalgams and paints, to name but a few. Indeed, it can be surprising just how many things that we take for granted every day are the result of inquiry into mixtures. For example, how different our lives would be without the myriad of inks, glues and detergents at our disposal. Students learn about materials that don’t mix well, and others that are difficult to separate. Through hands-on investigations, students explore how changing the quantities of materials in a mixture can alter its properties and uses.
Year 3 Every day we see or use things that have been melted or frozen, heated or cooled. All around us are items that we find both useful and attractive that have been moulded into different shapes using heating and cooling. These can range from cast iron frying pans and plastic rubbish bins to chocolate bilbies. Understanding the properties of materials and how they change state under different conditions can help materials scientists to develop even more extraordinary products to help improve our quality of life. While exploring how solids or liquids are influenced by temperature, students experience the way items from their everyday lives can change. Through hands-on investigations, students investigate how the size of the pieces affects the melting time of chocolate.
Year 4 Packaging has become a huge industry in the modern world. Everything from food to furniture can come in a package which might be made from materials such as metal foil or plastic film—materials that didn’t exist even a few decades ago. Packages need to protect and preserve contents while being economical, attractive for marketing purposes and preferably having minimal environmental impact. Little wonder that they are often the product of imaginative design and rigorous testing. Students are provided with opportunities to develop an understanding of the design of packages and the choice of appropriate materials to use. Students design and test a package that will safely deliver a fragile gift. Through investigations students observe and gather information about what makes a successful package.
Year 5 Matter is all around us. It can be as small as the particles that make up the tiniest cell in our skin or as large as the whole galaxy. Anything that takes up space and has mass is called matter. The matter that we experience every day and the matter that we are made of is only a tiny fraction of the matter that exists in the universe. By investigating and understanding matter, scientists are able to find out more about the universe and its possibilities. Through hands-on investigations, students explore the properties of solids, liquids and gases, and plan and conduct an investigation of how the properties of materials change with temperature.
Year 6 What makes things change and what affects how fast they change? Why do some things burn more fiercely, rust more quickly or smell more strongly? The whole world is made up of particles that are constantly moving and reacting with one another in fascinating ways. Science seeks to understand why and how substances change, and this has led to advances in everything from food preservation to fire control. Students have opportunities to explore melting, evaporating, dissolving, burning and chemical reactions. Students’ understanding of the factors that influence the rate of change will be developed through hands-on activities and student-planned investigations. Students become detectives who identify and explain physical and chemical changes in everyday materials.