AC9S6I06 Year 6 Science

AC9S6I06 – Year 6 Science: Communicating

Strand

Science inquiry

Substrand

Communicating

This Content Descriptor from Year 6 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 ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate

Elaborations

• constructing a scientific report to share findings, such as how plants responded to changes in physical conditions such as temperature or salinity, and using appropriate vocabulary, data representations, units and sentence structures
• creating an imaginative text about a future in which humans live on other planets with differing day lengths, and how they manage the social implications of this, such as keeping track of time or calculating human ages
• acknowledging and exploring First Nations Australians’ ways of representing and communicating understandings of the night sky and its use for timekeeping purposes through rock paintings, paintings and stone arrangements
• designing a product that uses electrical circuits and performing a sales pitch to have the product mass produced
• constructing a poster or slideshow comparing everyday examples of reversible and irreversible change

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 6 ASSCIY6

Year 6 Science Achievement Standard

By the end of Year 6 students explain how changes in physical conditions affect living things. They model the relationship between the sun and planets of the solar system and explain how the relative positions of Earth and the sun relate to observed phenomena on Earth. They identify the role of circuit components in the transfer and transformation of electrical energy. They classify and compare reversible and irreversible changes to substances. They explain why science is often collaborative and describe different individuals’ contributions to scientific knowledge. They describe how individuals and communities use scientific knowledge. Students plan safe, repeatable investigations to identify patterns and test relationships and make reasoned predictions. They describe risks associated with investigations and key intercultural considerations when planning field work. They identify variables to be changed, measured and controlled. They use equipment to generate and record data with appropriate precision. They construct representations to organise and process data and information and describe patterns, trends and relationships. They identify possible sources of error in their own and others’ methods and findings, pose questions for further investigation and select evidence to support reasoned conclusions. They select and use language features effectively for their purpose and audience when communicating their ideas and findings.