Students will be exploring the way objects move and how the shape and size of objects affects their movement. They will determine the difference between voluntary and involuntary movements their body makes, such as breathing and blinking, and use their five senses to observe and describe movements made by people and toys. Prep students will draw and annotate diagrams of their friends and favourite toys, showing their shape and actions and how to make toys move. Students will specifically focus on shape and size in toys that roll, making comparisons between them.
Throughout Term 3, students will develop skills in listening, observing, drawing and organising their ideas and information. They will continue to ask questions, make statements and predictions, draw and label their ideas, present simple graphs and explain information and their understanding. Students will be focusing on working in small collaborative groups and continue to learn how to fulfil roles of Observer, Listener and Reporter in their activities.
Students will be exploring light and sound, their production and how they travel. They will explore how light and sound are used for communication and that they both have an important role in our lives. Investigations will focus specifically on identifying and describing objects which produce sound and/or light both at school and in their home. Students will compare dark and light places and make a close investigation of how sounds are produced by vibrations. They will investigate how light and sound both travel through different materials, but not all materials. Students will look at how we view objects, both with and without light and how our eyes work to perceive light and how our ears work to sense sound.
Development of Science inquiry skills is vitally important. As part of this process, students will learn the skills of asking questions, predicting, analysing and communicating new information, ideas and discoveries. They will develop their skills in organising information in a table, building their vocabulary, developing flowcharts and graphing as part of presenting, analysing and evaluating new information, together with making their own conclusions. Throughout Term 3, students will work in collaborative groups where each group member has a particular role that contributes towards a joint activity with differentiated tasks and responsibilities, but meaningful learning for each person.
Students will be exploring the idea of force and that push and pull forces act on objects in our lives and also act differently in air, in water and on the ground. They will explore push and pull forces in toys and the interaction of these forces on ‘everyday objects’. In particular, students will make a close study of push and pull forces acting on objects in water and also that water can ‘push’. Students will identify the force of gravity as making objects fall down and keeping them down on the earth.
As part of recording their science discoveries about force, students will learn the technique of drawing items and diagrams which show force arrows, indicating push and pull forces. They will work on testing the degree of force and record results in labelled diagrams. Students will also develop science inquiry skills of asking questions, predicting, setting up investigations, graphing, drawing and annotating pictures and analysing and evaluating experiment results.
In the Science program, throughout Term 3, students will be given many opportunities to practise and learn science in collaborative groups. Each group member will contribute to the work needed for the completion of a task, with the work being suited to their ability. They will learn the responsibilities of different roles in that group, with members interacting with each other, giving feedback and ensuring joint learning at a suitable level for each person.
In this Physical Sciences program, students will be exploring heat. Heating up and cooling down are a part of our everyday lives. Students will investigate sources of heat at home and at school; how we heat things up or cool things down. Sessions will include ‘hands on’ heat experiments which show different ways heat is produced using different types of energy, such as electrical, friction, burning and light/solar energy. Students will also observe and analyse how heat is transferred from one source to another through contact and movement of the heat to another objects. Students will also plan and investigate the degree of conductivity between different objects and different materials.
Within this term’s program, students will further develop skills of journaling their ideas and discoveries in their science journal. They will create flowcharts to represent their understanding and they will build their vocabulary, table information and label diagrams and graphs. Students will focus on the science inquiry skills of asking questions, predicting, measuring, observing, recording and analysing of results. In the Science room, students work collaboratively, fulfilling roles and responsibilities that achieve meaningful learning for all members of their group.
This Physical Sciences program will assist students to explore how magnets are part of everyday household items such as toys, in computers, bags, doors and also in the recycling process. Students will explore how magnetism is part of objects moving with and without contact. They will learn about magnetic fields and generate their own questions to investigate. This will include looking at what types of objects are attracted to magnets and measure the distances between objects and the magnets to which they are attracted. Students will explore materials through which magnets can show force and represent magnetic force in drawing diagrams with force arrows. Students will learn about North and South poles and how they attract and repel each other. They will learn that the Earth is like a big magnet and shows directional north on a compass.
Students build on the science inquiry skills they were developing last term in the areas of predicting, questioning, reasoning, organising, analysing, evaluating and communicating. They will further their journaling skills, build their science vocabulary, create and annotate diagrams and follow procedures. They will continue to learn collaboratively with differentiated tasks and roles, but working and interacting in a group to ensure meaningful learning.
In the Term 3 Science program, students will be exploring light, its properties and the important part it has in our daily lives. Students will investigate how light travels in straight lines and that it shines on or reflects from an object which enables our eyes to see that object. Lessons will also include investigation into how light travels through materials depending on whether they are transparent, translucent or opaque when they form shadows. Students will look closely at reflection of light using mirrors, absorption of light by dark objects and refraction of light through glass and water. Students will look at shadows, measure them and note changes in position and length. They will learn to draw ‘ray diagrams’ to represent the travel or movement of light.
Science is also about students further developing their academic and collaborative skills of journaling, asking questions, investigating, drawing and annotating diagrams, reading for information and instructions in procedural texts and transferring these and other skills to different learning experiences. Students work much of the time in collaborative learning groups. This enables them to interact with group members, actively participate, fulfil particular roles of Listener, Recorder, Reporter and Manager and give positive and constructive feedback to each other. It also means that each group member is contributing to a joint learning outcome for all.
Science in Term 3 for year 6 students is focusing on Physical Science and students will be exploring energy. Students will learn about different types of energy, including electrical, movement, light, heat, and sound, chemical and gravitational energy. The properties of energy and how energy is an important part in our daily lives will be discussed and students will learn about the transfer and transformation of one type of energy to another. Students will conduct surveys around school and look for different energy types in their own home. This will include looking at machines and other appliances, how they transfer and transform energy and how ‘energy efficient’ they are in their consumption of electrical energy.
Science focuses particularly on building vocabulary, conducting investigations, ensuring investigations are fair and further developing their skills of predicting, reasoning, observing, explaining amongst many other skills. Students are involved in reading procedural texts and presenting information in the form of tables, graphs and flowcharts. Collaborative learning is the main teaching strategy which year 6 students have been working with since the beginning of this year. They will continue to take shared responsibility for fulfilling the requirements of managerial, listening, recording and reporting roles. Together they will negotiate respective roles and interact with each other to ensure the collaborative approach and meaningful learning for all group members.