AC9S4I06 Year 4 Science

AC9S4I06 – Year 4 Science: Communicating

Strand

Science inquiry

Substrand

Communicating

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

write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate

Elaborations

• discussing the purpose of a text and identifying vocabulary appropriate to the topic and audience
• acknowledging and learning about First Nations Australians’ ways of representing and sharing information about water sources
• sharing ideas about ways to represent feeding relationships including using drawings, labels, images or models
• producing an informative text using scientific vocabulary to explain the impact of introduced predators on food chains
• 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
• creating posters, a song, slideshow or performance to encourage the school community to save water

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.