Science

Science Learning at Diamond Creek Primary School

In 2013 our school was successful in securing a two year grant which assisted us in further developing Science teaching and learning in our school. Students and Teachers have participated in learning with our Science Leader using the Primary Connections units of work. Primary Connections is based on an inquiry-orientated teaching and learning model. Students use their prior knowledge and literacies to develop explanations for their hands-on experiences of scientific phenomena. Students have opportunities to represent their developing understandings and are engaged actively in the learning process. Students develop investigations skills and an understanding of the nature of science. They cover the areas of Biological, Chemical, Physical and Earth & Space Science.

Every Grade participates in a range of Science units: they are sequenced to ensure students are able to build upon their knowledge and skills as they move through the year levels.

TERM 3 UNITS

FOUNDATION : ON THE MOVE

Why do things move? The universe, and everything in it, is continuously moving and changing. Movement and change are concepts that we need to understand to make sense of the world around us. They are linked to concepts of energy and force. Scientists and engineers apply these concepts to study the performance of athletes and in the design of toys, cars and spacecraft.

Students develop an understanding of how things move. They explore the push and pull forces they can use to move objects in ways such as sliding, bouncing and spinning. Through investigations, students observe and gather evidence about rolling objects and explore the idea of fair testing.

YEARS 1 & 2: UP, DOWN AND ALL AROUND

Look out your window and you will see a constantly changing world. The Sun rises and sets and the sky reflects many different hues over a day. The landscape, everything we know about the environment began by observing it. Environmental modelling, space exploration and city planning all rely on careful observations of the land and sky. This unit of work provides opportunities for students to explore natural, made and managed features that undergo change. Through outdoor observations and photographic records, students investigate the daily, weekly and seasonal changes in their local environment.

YEARS 3 & 4: NIGHT AND DAY

What causes night and day? The rising of the Sun and the Moon are daily reminders of the awe and wonder, beauty and power of the universe. Studying the relationships between the Sun, Earth and Moon helps us understand how we experience day and night on Earth. It also helps us understand directions in terms of North, South, East and West, how time is based on the apparent movement of the Sun across the sky and how time can be determined using a sundial.

In this unit students explore the sizes, shapes, positions and movements of the Sun, Earth and Moon. They investigate how shadows change throughout the day and link these changes to the Sun’s apparent movement across the sky. Students role-play the movements of the Earth in relation to the Sun and Moon. Through investigations, they explain night and day in terms of the Earth spinning on its axis.

YEARS 5 & 6: IT’S ELECTRIFYING

Electrical energy is part of our everyday lives at home, at work and at school. We use it for refrigeration, machines and lighting. Portable devices, such as mobile phones, watches and many toys, rely on batteries for electrical energy. Electric circuits are needed to allow energy to be transferred from a battery to light bulbs, motors and buzzers, where it is changed into light, movement or sound.

In this unit students develop their understanding through hands-on activities that explore the role of electrons in transferring energy in electric circuits. Through investigating batteries, light bulbs, switches, conductors and insulators, they explain how battery-operated devices, for example, a torch, work.