AC9S4U01 Year 4 Science

AC9S4U01 – Year 4 Science: Biological sciences

Strand

Science understanding

Substrand

Biological sciences

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

explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships

Elaborations

• describing how animals, including humans, obtain their food from plants and other animals
• observing living things in a local habitat and categorising them as producers, consumers or decomposers
• researching the different types of decomposers and their importance within a habitat
• representing feeding relationships of producers and consumers as a food chain and comparing food chains across different habitats
• recognising how First Nations Australians perceive themselves as being an integral part of the environment
• investigating the impact of introduced predators such as foxes on small mammal species in Australia
• 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

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.