AC9S6U04 Year 6 Science

AC9S6U04 – Year 6 Science: Chemical sciences

Strand

Science understanding

Substrand

Chemical sciences

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

compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances

Elaborations

• discussing what makes a change reversible or irreversible, using everyday examples
• examining the substances produced in cooking and rusting and comparing them with the original substances
• comparing how the amount of heat energy added affects whether a change in state or an irreversible change occurs
• describing how dissolved substances are reclaimed from solutions
• exploring how reversible changes can be used to recycle materials
• investigating First Nations Australians’ knowledges of reversible processes such as the application of adhesives and of irreversible processes such as the use of fuels for torches

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.