Assessing student achievement in K
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http://www.curriculumsupport.education.nsw.gov.au Assessing student achievement in K-6 Science and Technology Key information May-July 2007 Curriculum K-12 Directorate http://www.curriculumsupport.education.nsw.gov.au Curriculum K-12 Directorate NSW Department of Education and Training K–6 Science and Technology Early Stage 1 Foundation Investigating Scientifically The Natural Environment Students explore their immediate environment by using the senses, questioning, sharing ideas and identifying simple cause and effect relationships. They identify and safely use some equipment to explore. Students identify and group living and non-living things and recognise the different needs of living things. They recognise different forms of energy and identify its use in daily life. Students identify ways in which the environment influences daily life. They explore the properties of both natural and made materials. INV ES1.7Investigates their surroundings by observing, questioning, exploring and reporting. LT ES1.3 Identifies ways in which living things are different and have different needs. Outcomes Living Things Makes observations using all senses and Big Ideas responds to questions about ways to find out. Suggests simple classifications based on physical properties Makes collections and identifies features of items collected. Suggests simple cause-and-effect associations. Recognises sequences in events, and similarities and differences in items collected. Tells others about what has been found out. Explains own ideas about reasons for patterns and trends in items collected. Physical Phenomena PP ES1.4Explores and identifies ways some forms of energy are used in their daily lives. Living things differ from non-living things in a When changes occur, energy is used, e.g. to range of ways. Living things have particular needs, which if not met can affect their life and development. There is a diversity of living things. Living things can be categorised into groups that have similarities and differences, e.g. appearance, habitat, movement, food. Humans use plants and animals in their everyday lives for particular needs and wants. cook food, melt ice, blow up a balloon. Our bodies use and store energy. People feel hungry when they need food for energy. People can sense various energy forms (when something changes), e.g. feel heat, see light, hear sound. If someone pushes or pulls something, it may move. When an object moves or changes, energy is used Earth and its Surroundings ES ES1.6Explores and identifies ways in which the environment influences their daily lives. There is day and night (and each has particular characteristics). There are seasons (and they have particular characteristics). Humans (and other animals) organise activities to suit the regularity of day and night and the characteristics of the seasons (e.g. indoor and outdoor activities, hot - and cold - weather activities). Plants are affected by the regularity of day and night and the seasons. Clouds are of different types and indicate possible impending weather. Clothing and shelter vary depending upon the climate (and landscape). Curriculum K-12 Directorate NSW Department of Education and Training Page 1 K–6 Science and Technology Early Stage 1 Foundation Designing and Making Students explore ideas, manipulate materials and trial designs through play to develop products and built environments. They identify and safely use some equipment and computer-based technology to model and make things. The Made Environment Students identify ways in which familiar products, including information products, services and built environments meet the needs of people. They recognise the different ways that information is sent and received and how these influence communication. Students identify the characteristics of a range of materials used to make commonly available products and built environments Outcomes Built Environment DM ES1.8 Generates own ideas and designs through trial and error, play, modelling and making. States purposes or uses of some common Big Ideas products and environments (places). Tells how people use some common products and environments (places). Develops design ideas through trial and error and experimentation. Draws own ideas for products and places,and explains the meaning of these drawings. Uses common classroom equipment, materials and processes to make or model products and places. Expresses likes and dislikes, and tells how some common products and environments (places) help people. BE ES1.1 Explores and identifies ways in which built environments suit their users. Places are different because users of environments are different and have different needs. Spaces and places are created for a wide variety of purposes. Drawings and models can be used to work out ideas for places and spaces. Materials can be shaped and formed to create places that suit users. Experimenting and trialling can improve ideas for places and spaces Information and Communication IC ES1.2 Recognises and uses various means of communication. Everyone communicates. We use all of our senses to receive information. We obtain information from a variety of sources. People can communicate in many different ways. The ways in which we communicate can change. Different media can be used to communicate the same information. People choose the means of communication that best suits their needs. Products and Services PS ES1.5 Recognises the relationship between everyday products and people’s needs. People use a wide variety of products for living. Products are created to provide for the needs of people. Drawings and models can be used to work out ideas for everyday products. Materials can be shaped and formed to create products that people use. Experimenting and trialling can improve ideas for products. People work together to produce the things they need. There are particular names for people who produce things, e.g. baker, builder, farmer, dressmaker Curriculum K-12 Directorate NSW Department of Education and Training Page 2 K–6 Science and Technology Stage 1 Foundation Investigating Scientifically Students conduct guided investigations by following a series of steps that include questioning, making and testing predictions, collecting and recording data, observing patterns and suggesting possible explanations. They select and safely use a range of equipment, computerbased technology and other resources to investigate and explore. The Natural Environment Students identify and describe ways in which living things grow and change. They identify a variety of energy forms and describe their use in the community. Students describe ways in which living things depend on the Earth and its environment. They identify how the properties of natural and made materials relate to their use. Outcomes Living Things INV S1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations. Responds to stimulus material by asking Big Ideas simple questions such as How … Why … What will happen if? Follows instructions to experience success and to ensure own safety and the safety of others. Helps to make decisions about ways to investigate. Suggests evidence needed to answer each question using a variety of collected data (drawings, photographs, video, digital camera, survey of others). Organises the data previously collected and works out trends or patterns. Writes reports, using simple factual texts modelled by the teacher. Justifies why an investigation was conducted in a particular way (using firsthand data or the data of others or a combination of both). LT S1.3 Identifies and describes ways in which living things grow and change. Living things (including plants and animals) grow and change over time and have life cycles. Human babies develop within their mothers before being born. Plants grow from seeds. Animals and plants need food for growth. Plants make their own food. Animals obtain food from plants or other animals. Animals and plants have particular needs within the environment in which they live. Plants need various requirements for growth (e.g. water, light). Animals of the same kind (including humans) have some similar and different characteristics, e.g. eye colour. Physical Phenomena Earth and its Surroundings PP S1.4 Identifies and describes different ways some forms of energy are used in the community. ES S1.6 Identifies and describes ways in which people and other living things depend upon the Earth and its environments People use energy [(re)sources] in various There is a wide range of materials (wood, ways e.g. heat is used to dry clothes or cook food. Electricity is used to give light, heat, sound or movement Light is used when it is dark and we need to see. The ways in which people have used energy, such as heat, light, electricity, have changed over time. Objects can move in different ways, e.g. go faster, slow down, or change in shape. Changes in movement and shape are caused by pushes and pulls (forces). A large push or pull will make an object move further or faster than will a small push or pull. paper, rock, oil), and some materials are found naturally and others are made. Materials come in many forms and have different uses. Various types of rocks and soils are used for different purposes. Weather and landscape impact on the clothes that people wear and shelter that people build. Environments, such as sand dunes, cliffs and river banks, change over time through natural and human causes. The seasons, climate and weather cause animals (humans and other fauna) and flora to act or react in particular ways, e.g. farming and fishing practices. All materials are made of tiny particles called atoms. Curriculum K-12 Directorate NSW Department of Education and Training Page 3 K–6 Science and Technology Stage 1 Foundation Designing and Making Students follow a guided design process to create products, including information products, services and built environments. They draw and model design ideas using accepted methods and practices. They select and safely use a range of equipment, computer-based technology and other resources when designing and making. The Made Environment Students identify the difference between natural and built environments and model built environments designed to suit the needs of users. They communicate messages using a variety of media and technologies. Students describe and apply production processes using a range of materials and techniques to grow, make or process products. Outcomes Built Environment DM S1.8 Develops and implements own design ideas in response to an investigation of needs and wants. Explores common products and Big Ideas environments (places) and suggests how the features of their design meets the needs of users. Develops design concepts through drawing and modelling. Shares design ideas with others and responds to feedback. Uses a range of equipment, including some specialist equipment, to produce or model products and places. Works cooperatively and safely to develop and implement own design ideas. Follows established procedures for safely using equipment and resources. Suggests how products and places could be improved to better meet the needs of users. Information and Communication BE S1.1 Creates, modifies or models built environments to suit the needs of users IC S1.2 Creates a range of information products and communicates using a variety of media. There are fundamental differences between Communication is sensory. Information products are created to meet natural and made environments. Public places, e.g. parks and schools, are often used by numbers of people and must provide for a variety of needs. People’s needs determine how places and spaces are designed and used. People create outside spaces as well as inside spaces for a variety of purposes. Drawings and models can be used to work out ideas for places and spaces and to communicate ideas to other people.. particular needs. People work in teams to create information products. Information products can take many forms and use different media. Technology can change the ways in which we communicate. Symbols are used to communicate information and ideas. Particular media can be chosen to suit the type of information to be communicated. Products and Services PS S1.5 Grows, makes or processes some products using a range of techniques and materials Products are made from materials that are grown or processed from the Earth. People have developed techniques for obtaining and processing raw materials. People’s needs determine how products are designed and used. Techniques and processes are developed to make products. Drawings and models can be used to work out ideas for products and to communicate those ideas to other people. Organisations are created to design and make products. Curriculum K-12 Directorate NSW Department of Education and Training Page 4 K–6 Science and Technology Stage 2 Outcomes Foundation Investigating Scientifically Students independently implement aspects of a scientific investigation, such as observing, questioning, predicting, testing, recording accurate results, analysing data and drawing conclusions. They demonstrate an understanding of a fair test and identify variables. Students select and safely use equipment, computer-based technology and other resources throughout the processes of investigation. INV S2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions. Poses “decide which”, “find a way to” or “find Big Ideas the effect of” questions. Identifies, with guidance, the types of measurements and data to be collected and decides how to do this and with whom. Uses equipment accurately, reliably and safely. Records data in an appropriate form and works out trends or patterns in the collected data. Reports to others, using simple factual texts that have been chosen in consultation with the teacher, e.g. information reports, procedures and explanations. Comments on the limitations of the investigations in relation to equipment, size of sample, repeatability. Suggests improvements to procedures. The Natural Environment Students identify and describe structures and functions in living things and how they interact with each other and their environment. They identify various forms and sources of energy and identify ways in which energy causes change. Students identify features of the solar system and describe interactions that affect conditions on Earth. They describe how the properties of materials affect their use. Living Things Physical Phenomena LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment. PP S2.4 Identifies various forms and sources of energy and devises systems that use energy. Plants and animals depend on each other in their environments. Environments for living things need to provide basic requirements for the life of those living things. Environments may be disturbed in a range of ways by human and natural actions, and these disturbances can affect the living things in those environments. Internal organs (e.g. heart, lungs) and systems (e.g. respiratory, nervous) serve particular purposes which help living things (animals and plants) to function and survive. The cell is the building block of living things and growth occurs when cells increase in number. Technological developments mean that body parts can sometimes be replaced by transplants or artificial organs. Biotechnology (e.g. selective breeding, genetic engineering) can be used to manipulate plants and animals. Energy can exist in various forms e.g. movement, electricity, light, sound, heat. People in the local community use energy in different ways, e.g. bakers use heat for baking, farmers make use of solar energy to grow crops. Solar energy has many uses (e.g. drying clothes, heating the home, growing vegetables). Systems need an energy source in order to operate, e.g. food for the body, petrol for the car. Systems, like our body, use energy when they are working. The ways in which people have used energy [resources] have changed over time. A machine is an energy system. Mechanical energy involves both forces and movement. Earth and its Surroundings ES S2.6 Identifies some of the features of the solar system and describes interactions that affect conditions on Earth. The relative positions of the Earth, sun and moon can explain the passing of time, day and night, eclipses, phases of the moon and the seasons. The solar system includes the planet and several of these can sometimes be seen with the naked eye, e.g. Venus, Jupiter. Each of the planets has its own physical characteristics, but only the Earth has the atmospheric conditions suitable to maintain life as we know it. The stars appear to remain fixed in their positions relative to each other but also appear to move around a point over the period of an evening. The distances to the moon and the planets are large compared with distances travelled on Earth, but minute compared with the distances to the stars. Curriculum K-12 Directorate NSW Department of Education and Training Page 5 K–6 Science and Technology Stage 2 Foundation Designing and Making Students develop and evaluate design ideas recognising the needs of users or audiences. They implement the design process and evaluate solutions using functional and aesthetic criteria. Students select and safely use equipment, computerbased technology and other resources throughout the processes of design and production. The Made Environment Students identify the ways built environments, products and services are constructed or produced. They use a range of techniques, media and information and communication technologies to communicate design ideas to specific audiences. Students explore the properties and uses of both natural and made materials and components. Outcomes Built Environment DM S2.8 Develops, implements and evaluates ideas using drawings, models and prototypes at appropriate stages of the design process. Identifies how designs change to better Big Ideas meet people's needs. Works collaboratively to generate ideas for simple products, systems and environments. Reflects on design ideas for simple products, systems and environments, and suggests improvements. Communicates ideas through annotated sketches and models and uses scale in drawings and models. Describes how materials, equipment and resources have been used to produce products, systems and environments. Works collaboratively to plan and sequence major steps in design and production. Devises means of evaluating the functional and aesthetic qualities of products, systems and environments. Suggests how design processes could be improved to produce better results. BE S2.1 Creates, models and evaluates built environments reflecting consideration of functional and aesthetic factors Over time, environments are built differently because technologies change, as do people’s needs. People have different work roles in the processes of designing and constructing buildings and spaces. There are established techniques for drawing built environments, e.g. scale, front view, top view. Buildings and spaces can be evaluated in relation to functional and aesthetic qualities. Availability of materials, know-how and other resources influence the design and construction of buildings and spaces. There are accepted techniques for shaping, joining and finishing materials and for constructing buildings and structures. Computing applications may be used to develop and present ideas for buildings and their interiors. Information and Communication IC S2.2 Creates and evaluates information products demonstrating an understanding of the needs of particular audiences. Information products can be evaluated, modified and improved to better meet the needs of different audiences. Different media and technologies can be chosen to tailor information products to the needs of particular audiences. Factors such as age, culture and access to technology influence the suitability of information products for particular audiences. Information can change the ways in which people behave. Actions and decisions depend on the quality of the information that people have. Information products have changed over time as technologies have developed and changed. People work in many roles to create information products, e.g. reporter, editor, web site designer, photographer, actor. Products and Services PS S2.5 Creates and evaluates products and services considering aesthetic and functional factors Over time, products change and develop because technologies change, as do people’s needs. Services are systems that provide for people’s needs. People have different work roles in the processes of designing and manufacturing products and providing services. There are established techniques for drawing products, such as scale, front view, top view, and for representing systems, such as organisational diagrams and flow charts. There are established techniques for making products in large numbers (mass production). Functional and aesthetic considerations influence the design of products and services. In the manufacture of products, there are accepted techniques for shaping, joining and finishing materials. Curriculum K-12 Directorate NSW Department of Education and Training Page 6 Foundation Students independently develop questions for scientific investigation, conduct scientific investigations based on fair testing and collect, record and analyse the resulting data. They identify trends in data, evaluate findings and prepare possible explanations. Students use, select and evaluate equipment, computer-based technology and other resources to meet the requirements and constraints of investigations. Outcomes K–6 Science and Technology Stage 3 Investigating Scientifically INV S3.7 Conducts their own investigations and makes judgements based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions The Natural Environment Students identify, describe and evaluate interdependent relationships between living things and the environment within ecosystems. They identify and describe various sources, forms, uses, transfers and changes in forms of energy. Students explore how natural forces and human interaction cause changes to the Earth over time. They recognise that the Earth is the source of most materials, and resources must be managed for sustainability. Living Things Constructs appropriate self-questions to Big Ideas guide investigations. Decides the type of data needed and works cooperatively to collect such data. Plans repeat trials of tests or experimental procedures. Identifies factors that are to be kept the same when carrying out tests or conducting investigations, and recognises the term controlled experiment. Ensures that equipment is working and can be used effectively and safely. Records data in an appropriate form and evaluates collected data to ensure that it satisfies the purpose of an investigation. Transforms data to show important relationships, trends, patterns or associations. Uses the ideas of fair testing to evaluate whether predictions or explanations are reliable and valid. Communicates what has been learned by choosing from a variety of media, tools and forms, taking into account audience and purpose. Physical Phenomena Earth and its Surroundings LT S3.3 Identifies, describes and evaluates the interactions between living things and their effects on the environment PP S3.4 Identifies and applies processes involved in manipulating, using and changing the form of energy. ES S3.6 Recognises that the Earth is the source of most materials and resources, and describes phenomena and processes, both natural and human, that form and change the Earth over time. All living things interact with other living Energy may be moved in a range of ways People and natural forces can change the things and their environments. The growth of plants depends on a number of factors, including the availability of light and nutrients. Populations of animals (e.g. a colony of insects) display a range of dynamic relationships with each other, with other animals and with their environment. The physical characteristics of animals are, in part, determined by the characteristics of their parents (genetic inheritance). An understanding of the interactions between living things and between living things and their environment assists in taking actions to conserve both those living things and their environment. Technological advances have costs and benefits for living things and the environment. (e.g. an electric current, radiation and conduction of heat). This is called transfer of energy. Energy may be transferred as light, sound, heat, electrical and movement energy. Energy can be stored in a variety of ways, e.g. in a battery, in a hydroelectric dam, in food. (Refer to notes). Energy of one form can be changed to energy of another form, e.g. from electricity to heat, from chemical energy, e.g. petrol, to kinetic energy, e.g. movement. This change is called transformation. Transfer of energy is different from transformation of energy. There are a variety of resources that provide us with energy, including oil, gas, coal, food, wind, waves and batteries. Some of these resources are renewable; others are nonrenewable. The use of energy resources (e.g. coal, oil, wind, sun) has particular social, environmental and other costs and benefits. The sun is a primary source of energy for the Earth. surface features of the land, e.g. erosion, the greenhouse effect, and these changes can be monitored and patterns determined. Sometimes changes to the Earth can be harmful to the ecological balance but, in some cases, the damage can be rectified. Landform features, such as volcanoes and mountains, can be explained using models of the internal structure of the Earth. Landform features such as beaches and cliffs can be explained by weathering and erosion. Weather patterns are often consistent over an annual period in parts of the world, and this relates to the climate of that area. The water cycle is the cycling of water between the atmosphere, and the Earth’s surface and oceans. The various rock types, e.g. sedimentary, are formed in different ways and soils are formed from rocks. Some resources are renewable and others are not. Curriculum K-12 Directorate NSW Department of Education and Training Page 7 Outcomes Foundation K–6 Science and Technology Designing and Making Students independently plan, implement and manage the design process and evaluate the results using design criteria. They consider the implications of design and production in relation to environmental, aesthetic, cultural, ethical, safety and functional factors. Students select, safely use and evaluate equipment, computer-based technology and other resources to meet the requirements and constraints of design tasks. The Made Environment Students recognise that built environments are systems created to meet the needs and requirements of people and communities. They identify techniques used to engage audiences and convey meaning when creating information products. Students explain how production processes have changed over time and model systems used to manufacture products and provide services. Built Environment Information and Communication Products and Services DM S3.8 Develops and resolves a design task by planning, implementing, managing and evaluating design processes. BE S3.1 Creates and evaluates built environments demonstrating consideration of sustainability, aesthetic, cultural, safety and functional issues IC S3.2 Creates and evaluates information products and processes, demonstrating consideration of the type of media, form, audience and ethical issues. PS S3.5 Creates and evaluates products and services, demonstrating consideration of sustainability, aesthetic, cultural, safety and functional issues. Researches needs that influence the Communities create complex environments, Complex systems are developed to transfer Big Ideas Stage 3 development of products, systems and environments and establishes criteria for the evaluation of produced designs. Generates design concepts that reflect the consideration of aesthetic, cultural, safety and functional requirements. Methodically evaluates design concepts and uses the results to further develop and improve ideas. Produces annotated concept sketches and (freehand) drawings for use by other people. Selects tools, equipment and resources to meet the requirements of production and use. Plans processes of design and production the adjusting the process as necessary to improve efficiency. Assesses the efficiency of processes of design and production and evaluates the result against established criteria for success. Researches the role of people who work in design and production e.g. towns and cities, that address the needs of large numbers of people. Systems that provide services to communities greatly influence the types of environments that we build. Specialised skills and techniques are used to build structures, systems and spaces. People influence the quality of life into the future through the products, systems and environments that they design, construct and use. Authorities are established to regulate standards of building and development. When designing environments, it is important to consider the aesthetic, cultural, safety and functional impacts of the development. Computers can be used to control the functions of systems and the conditions in built environments. information and support communication. Information technology has changed over time and will continue to change in the future. People communicate in different ways using different technology. People select and manipulate information to create messages and perceptions. Information products can be assessed for bias, validity and cultural appropriateness. Systems can be used to organise, transfer, manipulate and store information. Communities create complex systems to manufacture products and provide services. Systems that provide services to communities greatly influence how we live. Specialised skills and techniques are used to manufacture products and provide services. People influence the quality of life in the future through the products and systems they create and use. Authorities are established to regulate standards of production. When designing products and services, it is important to consider the aesthetic, environmental, cultural, safety and functional impacts of the development. Computers are used to control machines in the manufacture of products Curriculum K-12 Directorate NSW Department of Education and Training Page 8
