Year 4 Science standard elaborations A B C D E The folio of student work has the following characteristics: Science understanding Chemical sciences application of the observable properties of materials to provide a reasoned explanation of how objects and materials can be used application of the observable properties of materials to provide an informed explanation of how objects and materials can be used application of the observable properties of materials to explain how objects and materials can be used application of the observable properties of materials to describe how objects and materials can be used statements about the use of materials Physical sciences thorough description of how contact and forces affect interactions between objects informed description of how contact and forces affect interactions between objects description of how contact and non-contact forces affect interactions between objects identification of contact and non-contact forces between objects statements about forces Earth and space sciences reasoned discussion of how natural processes and human activity cause changes to Earth’s surface informed discussion of how natural processes and human activity cause changes to Earth’s surface discussion of how natural processes and human activity cause changes to Earth’s surface identification of natural processes and human activity that cause changes to Earth’s surface statements about changes to the Earth’s surface Biological sciences thorough description of how relationships assist the survival of living things and thorough description of key stages in the life cycle of a plant or animal informed description of relationships that assist the survival of living things and description of key stages in the life cycle of a plant or animal description of relationships that assist the survival of living things of key stages in the life cycle of a plant or animal identification of relationships between living things partial of the life cycle of a plant or animal statements about the survival of living things fragmented sequencing of life cycle
Science as a human endeavour Use and influence of science identification and explanation of when and how science is used to understand the effect of their actions identification and description of when science is used to understand the effect of their actions identification of when science is used to understand the effect of their actions Identification of situations where science is used statements about the use of science Science inquiry skills Questioning and predicting following of instructions to identify investigable questions about familiar contexts and make reasoned predictions based on prior knowledge following of instructions to identify investigable questions about familiar contexts and make plausible predictions based on prior knowledge following of instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge guided identification of investigable questions about familiar contexts and guided making of predictions based on prior knowledge directed identification of investigable questions about familiar contexts and directed making of predictions based on prior knowledge Planning and conducting description of ways to plan and conduct fair investigations safe use of appropriate equipment to make and record reliable observations with accuracy description of ways to plan and conduct investigations that take into consideration elements of fair testing safe use of appropriate equipment to make and record observations with accuracy description of ways to conduct investigations safe use of equipment to make and record observations with accuracy partial description of ways to conduct investigations safe use equipment to make and partially record observations statements about ways to conduct investigations safe use of equipment
Science inquiry skills Processing and analysing data and information following of conventions to construct tables and graphs to systematically organise data and identify patterns in the data reasoned explanations for observations explained by patterns in data and comparison of findings with predictions following of conventions to construct tables and graphs to organise data and identify patterns in the data explanations for observations informed by description of patterns in data and comparison of findings with predictions use of provided tables and column graphs to organise data and identify patterns suggestion of explanations for observations and comparison of findings with predictions use of provided tables and graphs to partially record data and identify patterns comparison of findings with predictions partial recording of data statements about patterns Evaluating suggestion of plausible reasons why tests were fair or not and how the investigation could be improved suggestion of plausible reasons why tests were fair or not suggestion of reasons why tests were fair or not identification of whether tests were fair or not statements about fair testing Communicating use of relevant scientific terminology and formal and informal ways to coherently communicate observations and findings use of relevant scientific terminology and formal and informal ways to communicate observations and findings use of formal and informal ways to communicate observations and findings communication of observations and findings using everyday language fragmented communication of observations and findings Shading emphasises the qualities that discriminate between the A–E descriptors.