Year 4 Science Achievement Standard
12 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 4 students identify the roles of organisms in a habitat and construct food chains. They identify key processes in the water cycle and describe how water cycles through the environment. They identify forces acting on objects and describe their effect. They relate the uses of materials to their properties. They explain the role of data in science inquiry. They identify solutions based on scientific explanations and describe the needs these meet.
Students pose questions to identify patterns and relationships and make predictions based on observations. They plan investigations using planning scaffolds, identify key elements of fair tests and describe how they conduct investigations safely. They use simple procedures to make accurate formal measurements. They construct representations to organise data and information and identify patterns and relationships. They compare their findings with those of others, assess the fairness of their investigation, identify further questions for investigation and draw conclusions. They communicate ideas and findings for an identified audience and purpose, including using scientific vocabulary when appropriate.
The 12 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 4 students identify the roles of organisms in a habitat and construct food chains.
Content descriptorAC9S4U01 Science understanding
explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships
Elaborations (7)
- Elaboration describing how animals, including humans, obtain their food from plants and other animals
- Elaboration observing living things in a local habitat and categorising them as producers, consumers or decomposers
- Elaboration researching the different types of decomposers and their importance within a habitat
- Elaboration representing feeding relationships of producers and consumers as a food chain and comparing food chains across different habitats
- Elaboration recognising how First Nations Australians perceive themselves as being an integral part of the environment
- Elaboration investigating the impact of introduced predators such as foxes on small mammal species in Australia
- Elaboration researching how the removal of a food source from within a habitat, such as through an insect or rodent infestation, affected other living things within that habitat
They identify key processes in the water cycle and describe how water cycles through the environment.
Content descriptorAC9S4U02 Science understanding
identify sources of water and describe key processes in the water cycle, including movement of water through the sky, landscape and ocean; precipitation; evaporation; and condensation
Elaborations (8)
- Elaboration identifying everyday examples of precipitation (rain or snow), evaporation (wet washing or paint drying) and condensation of water (water droplets on a cold water bottle)
- Elaboration identifying local water sources and exploring how they change over time, such as rain puddles that evaporate or a local creek that flows faster after rain
- Elaboration exploring where tap water comes from and predicting what happens to water that goes down the drain
- Elaboration exploring a game or simulation of the water cycle, identifying key processes and creating their own representation of the water cycle
- Elaboration recognising that clouds are tiny water droplets suspended in air, observing a ‘cloud in a bottle’ demonstrated by a teacher and discussing what conditions are needed for clouds to form and for rain or snow to fall
- Elaboration exploring First Nations Australians’ connections with and valuing of water and water resource management
- Elaboration recognising First Nations Australians’ knowledges and understandings of evaporation and how the effect of evaporation can be reduced to conserve water, such as by covering surfaces
- Elaboration considering why we are encouraged to save and recycle water, and actions people can take to reduce water consumption and waste
They identify forces acting on objects and describe their effect.
Content descriptorAC9S4U03 Science understanding
identify how forces can be exerted by one object on another and investigate the effect of frictional, gravitational and magnetic forces on the motion of objects
Elaborations (8)
- Elaboration exploring the effect of magnets on other magnets and how magnetic forces can pull objects from a distance
- Elaboration exploring the positive and negative effects of friction on their everyday experiences, such as how friction causes objects to slow down and stop
- Elaboration recognising that gravity is the force that pulls all objects to towards the centre of Earth and that gravitational force acts on an object regardless of whether it is moving or not moving
- Elaboration observing how the pushing force of a liquid enables an object to float
- Elaboration investigating the effect of forces on the movement of objects in traditional First Nations Australians’ children’s instructive toys and games
- Elaboration examining shoe sole design and identifying patterns in sole design and use related to friction
- Elaboration watching a video of astronauts walking on the moon or dropping objects on its surface, and discussing the force they are observing
- Elaboration exploring how force arrows can be used to represent the direction and magnitude of forces acting on an object
They relate the uses of materials to their properties.
Content descriptorAC9S4U04 Science understanding
examine the properties of natural and made materials including fibres, metals, glass and plastics and consider how these properties influence their use
Elaborations (6)
- Elaboration identifying and naming materials in the classroom, and grouping objects made of similar materials or combinations of materials
- Elaboration exploring vocabulary for describing properties; observing different fibres, metals, glass and plastics; and using appropriate terms to describe, compare and contrast their properties
- Elaboration investigating familiar objects, such as shoes, drink containers or backpacks, examining the combination of materials from which they are made and suggesting reasons for those combinations based on properties of materials
- Elaboration considering how First Nations Australians use materials for different purposes, such as tools, clothing and shelter, based on their properties
- Elaboration designing, building and testing an object or structure for a specific purpose, such as a tent, lunchbox or bird feeder
- Elaboration investigating which materials can be recycled and researching alternatives for materials such as single use plastics
They explain the role of data in science inquiry.
Content descriptorAC9S4H01 Science as a human endeavour
examine how people use data to develop scientific explanations
Elaborations (5)
- Elaboration examining age-appropriate scientific journal articles, identifying common text features and exploring why the scientific community might have conventions for sharing information about data and explanations
- Elaboration viewing or listening to documentaries or news reports that feature researchers and identifying how they talk about their area of research, particularly references to observations, data and evidence
- Elaboration investigating how ecologists use food chain data to develop explanations for population decline of native species such as the Richmond birdwing butterfly, and to develop strategies to increase their population
- Elaboration explore how hydrologists use rainfall and water use data to explain the amount of water flowing in rivers and why this changes over time
- Elaboration investigating how First Nations Australians test predictions and gather data in the development of technologies and processes
They identify solutions based on scientific explanations and describe the needs these meet.
Content descriptorAC9S4H02 Science as a human endeavour
consider how people use scientific explanations to meet a need or solve a problem
Elaborations (6)
- Elaboration investigating how knowledge of the role of decomposers has helped people design industrial composting systems to manage plant and animal waste
- Elaboration investigating how First Nations Australians of arid regions of Australia use scientific knowledge to manage precious water resources
- Elaboration considering how knowledges of plant biology enable First Nations Australians to sustainably harvest and use plants to make tools and weapons, musical instruments, clothing, cosmetics and artworks
- Elaboration exploring how knowledge of the properties of plastic has influenced people to change how they purchase, use and dispose of plastic products
- Elaboration examining how people use knowledge of friction to improve car or bicycle safety on slippery surfaces such as wet or icy roads
- Elaboration investigating how knowledge of magnetic force is used to sort metals in recycling, mining and food processing
Students pose questions to identify patterns and relationships and make predictions based on observations.
Content descriptorAC9S4I01 Science inquiry
pose questions to explore observed patterns and relationships and make predictions based on observations
Elaborations (4)
- Elaboration posing questions about why some materials are used more often than others for particular products
- Elaboration predicting the effect on food chains when living things are removed from or die out in an area
- Elaboration consulting with First Nations Australians about how to predict the location of water sources from observation of landscape features
- Elaboration making predictions about the distances over which magnets will attract or repel each other
They plan investigations using planning scaffolds, identify key elements of fair tests and describe how they conduct investigations safely.
Content descriptorAC9S4I02 Science inquiry
use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment
Elaborations (4)
- Elaboration using an investigation scaffold to design a fair test to identify which shoe provides the greatest or least friction or which materials are attracted to a magnet
- Elaboration predicting the interactions of forces in a game or toy design, and building and testing a prototype
- Elaboration predicting effects of changing numbers of producers or consumers, and using a virtual or roleplay food chain simulation to explore possible outcomes by running the simulation multiple times
- Elaboration following safety rules when conducting investigations, such as wearing personal safety gear correctly, using equipment according to guidelines and demonstrating safe behaviours in field sites or when interacting with biological specimens
They use simple procedures to make accurate formal measurements.
Content descriptorAC9S4I03 Science inquiry
follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate
Elaborations (4)
- Elaboration identifying animals in field locations using procedures such as direct or virtual observation, call or scat identification or pitfall traps
- Elaboration using appropriate equipment to make and record observations, such as digital cameras, video, voice recorders and familiar scaled instruments with appropriate increments
- Elaboration describing how to use rounding up or down when reading scaled instruments, and the effect of the scale size on the accuracy of the measurement
- Elaboration constructing tables or graphic organisers to record observations
They construct representations to organise data and information and identify patterns and relationships.
Content descriptorAC9S4I04 Science inquiry
construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns
Elaborations (4)
- Elaboration using virtual or role-play food chain simulations to explore effects of changing numbers of producers or consumers in a habitat
- Elaboration using maps to locate water sources in the local area, or constructing maps to show sites of water wastage in the school grounds
- Elaboration constructing column graphs to compare numbers of objects made of particular materials or distances moved by objects experiencing frictional forces
- Elaboration using force arrows to show forces operating on objects
They compare their findings with those of others, assess the fairness of their investigation, identify further questions for investigation and draw conclusions.
Content descriptorAC9S4I05 Science inquiry
compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions
Elaborations (6)
- Elaboration identifying instances during investigations where elements may have been changed in error, resulting in an unfair test
- Elaboration comparing findings of water use surveys and discussing differences between home and school, or between each other’s homes
- Elaboration comparing designed solutions, such as toys, lunchboxes or structures, to determine fitness for purpose of selected materials
- Elaboration comparing findings from investigations with peers and asking questions about factors that may have led to any differences in findings
- Elaboration identifying unexpected findings and posing questions for further investigation
- Elaboration drawing conclusions that reflect their data and information
They communicate ideas and findings for an identified audience and purpose, including using scientific vocabulary when appropriate.
Content descriptorAC9S4I06 Science inquiry
write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate
Elaborations (6)
- Elaboration discussing the purpose of a text and identifying vocabulary appropriate to the topic and audience
- Elaboration acknowledging and learning about First Nations Australians’ ways of representing and sharing information about water sources
- Elaboration sharing ideas about ways to represent feeding relationships including using drawings, labels, images or models
- Elaboration producing an informative text using scientific vocabulary to explain the impact of introduced predators on food chains
- Elaboration constructing a report using scientific vocabulary to explain which materials are best suited to be used for making particular products, such as nylon for tents, rubber for shoes or wool for warm clothing
- Elaboration creating posters, a song, slideshow or performance to encourage the school community to save water
This achievement standard describes the expected learning for Year 4 Science. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Science as a human endeavour | Nature and development of science | 1 | 5 |
| Science as a human endeavour | Use and influence of science | 1 | 6 |
| Science inquiry | Questioning and predicting | 1 | 4 |
| Science inquiry | Planning and conducting | 2 | 8 |
| Science inquiry | Processing, modelling and analysing | 1 | 4 |
| Science inquiry | Evaluating | 1 | 6 |
| Science inquiry | Communicating | 1 | 6 |
| Science understanding | Biological sciences | 1 | 7 |
| Science understanding | Earth and space sciences | 1 | 8 |
| Science understanding | Physical sciences | 1 | 8 |
| Science understanding | Chemical sciences | 1 | 6 |
| Total | 12 | 68 | |