HOW THESE EDUCATION RESOURCES LINK TO CURRICULA

EXPERIMENTS

Science curriculum principles

• Develop an interest in the world around them
• To gain an understanding in the practice of science and the scientific process
• Develop an openness to new ideas and explanations

Key Learning Areas (KLAs)

• Types of matter
• Concepts of energy and physical phenomena
• Scale – structure and function
• Earth and Space – geography time and space
• Science in everyday life

Bands of learning

• Later childhood Yrs 3–6: Building depth and breadth of knowledge
• Early adolescence Yrs 6–8: Beginning of development of independent mind and interests

Open-ended extensions

• Performing further more complex experiments; observations of the phenomena in daily life; cross–curricula application (eg. literacy, numeracy and technology), basis for higher order thinking such as problem-solving, understanding concepts, integrating knowledge and task–driven computer use.

ACTIVITIES

Science curriculum principles

• Develop an interest in the world around them
• Develop a respect for living things and natural systems

Key Learning Areas

• Living Things – physical morphology, how living things interact with each other, how living things interact with/rely on the environment – complexities and interdependence of systems, and life cycles.

Bands of learning

• Later childhood Yrs 3–6: Building depth and breadth of knowledge

ACTIVITIES

Science curriculum principles

• Develop an interest in the world around them
• Develop an openness to new ideas and explanations
• Develop a respect for living things and natural systems

Key Learning Areas

• Scale – structure and function at microscopic and macroscopic levels
• Earth and Space – geography, biodiversity and living things dependent on the earth, time and space and interaction between earth and atmosphere
• Energy – concepts to explain physical phenomena, transfer and processes
• Matter – types of matter, how matter can change e.g. heating, cooling, wetting, mixing

Bands of learning

• Later childhood Yrs 3–6: Building depth and breadth of knowledge
• Early adolescence Yrs 6–8: Beginning of development of independent mind and interests

Open–ended extensions

• Researching particular subjects; cross-curricula application (eg. literacy ); basis for higher order thinking such as understanding concepts and integrating knowledge.