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AC9S2I06: Year 2 Science Content Descriptor – Communicating
AC9S2I06 Year 2 Science

AC9S2I06 – Year 2 Science: Communicating

Strand
Science inquiry
Substrand
Communicating

This Content Descriptor from Year 2 Science provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary

Elaborations

  • • using learnt scientific vocabulary and structuring texts to sequence events, processes or ideas
  • • creating and narrating a short animation to show the changing position of the sun across the day and using terms such as ‘sunrise’, ‘sunset’ and ‘horizon’
  • • creating a class model of the solar system and naming the sun and planets
  • • making a collage to represent and display all the ways a material can be physically changed
  • • presenting and sharing musical instruments, through dance and song, to show what is vibrating to make the sound
  • • presenting findings of investigations using charts, read-alouds, slideshows or displays using everyday and scientific vocabulary
  • • acknowledging and learning about First Nations Australians’ ways of sharing astronomical knowledge across generations through oral traditions that include cultural accounts, stories, song and dance

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 2 ASSCIY2
Year 2 Science Achievement Standard
By the end of Year 2 students identify celestial objects and describe patterns they observe in the sky. They demonstrate how different sounds can be produced and describe the effect of sound energy on objects. They identify ways to change materials without changing their material composition. They describe how people use science in their daily lives and how people use patterns to make scientific predictions. Students pose questions to explore observed patterns or relationships and make predictions based on experience. They suggest steps to be followed in an investigation and follow safe procedures to make and record observations. They use provided tables and organisers to sort and order data and represent patterns in data. With guidance, they compare their observations with those of others, identify whether their investigation was fair and identify further questions. They use everyday and scientific vocabulary to communicate observations, findings and ideas.