AC9S4H02 Year 4 Science

AC9S4H02 – Year 4 Science: Use and influence of science

Strand

Science as a human endeavour

Substrand

Use and influence of science

This Content Descriptor from Year 4 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

consider how people use scientific explanations to meet a need or solve a problem

Elaborations

• investigating how knowledge of the role of decomposers has helped people design industrial composting systems to manage plant and animal waste
• investigating how First Nations Australians of arid regions of Australia use scientific knowledge to manage precious water resources
• 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
• exploring how knowledge of the properties of plastic has influenced people to change how they purchase, use and dispose of plastic products
• examining how people use knowledge of friction to improve car or bicycle safety on slippery surfaces such as wet or icy roads
• investigating how knowledge of magnetic force is used to sort metals in recycling, mining and food processing

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 4 ASSCIY4

Year 4 Science Achievement Standard

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.