AC9S2U03 Year 2 Science

AC9S2U03 – Year 2 Science: Chemical sciences

Strand

Science understanding

Substrand

Chemical sciences

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

recognise that materials can be changed physically without changing their material composition and explore the effect of different actions on materials including bending, twisting, stretching and breaking into smaller pieces

Elaborations

• exploring how materials can be physically changed to suit a particular purpose, such as twisting strands of cotton or wool together to make the thread stronger, or folding paper to make it fly
• manipulating materials such as paper or fabric, and determining ways they can be physically changed by scrunching, twisting or bending, or broken into smaller pieces by cutting, tearing or crushing
• crushing a stick of chalk into a powder, comparing the properties of the stick and the powder, and discussing whether it is still the same material
• exploring how First Nations Australians make physical changes to natural materials to produce objects such as bowls, baskets and various fibre crafts
• creating an ‘odd one out’ game by providing samples of the same material that has been physically changed in different ways, and one sample of a different material, and challenging other students to identify the odd one out

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.