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OneSchoolUnit Plan

Name: Unit 1 - Science Year 2 (V8)Duration: 10 Weeks

Year Level: Year 2

Applicable LearningAreas/Subjects: Science

Unit Plan

Mix, make and useIn this unit, students investigate combinations of different materials and give reasons for the selection of particular materials according to their properties and purpose. Students understand that science involves asking questions about, and describing changes to, familiar objects and materials. They will describe changes made to materials when combining them to make an object that has a purpose in everyday life. Students pose questions, make predictions and follow instructions to record observations in a guided investigation. They represent and communicate their observations using scientific language.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 22

Unit Plan Plan Name: Unit 1 - Science Year 2 (V8)

Year: 2Learning Areas/Subjects: Science

Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Combining materials for a purpose (Yr 02)Students investigate the combination of materials used to make an object for a particular purpose. Students record and represent observations and communicate ideas.

Experimental investigation

Science Unscheduled

Combining natural materials for a purpose (Yr 02)Students pose a question about combining natural materials for a purpose. Students describe the properties of the materials chosen and predict how combining the materials will make them useful. Students explain how science knowledge of combining materials can be used in their everyday lives and communicate using scientific and everyday language.

Monitoring Science Unscheduled

Investigating the water resistance of common materials (Yr 02)Students pose a question and make a prediction about the water resistance of a material. Students make observations about what happened during a water resistance investigation and explain how this science knowledge can be used in their everyday lives. Students communicate using scientific and everyday language.

Monitoring Science Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Object hunt Properties of materials Investigating materials Combinations of materials Assessment Review

Resources Attachments Plan Resource Bank

Assessment Experimental investigation - Combining

materials for a purpose (Yr 02) Monitoring - Combining natural

materials for a purpose (Yr 02) Monitoring - Investigating the water

resistance of common materials (Yr 02)




Duration: 10 Weeks

Australian Curriculum

Science- Year 2

Year 2 Achievement StandardBy the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people's daily lives.

Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.




Duration: 10 Weeks

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Use and influence of science

People use science in their daily lives, including when caring for their environment and living things (ACSHE035)

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)

Planning and conducting

Participate in guided investigations to explore and answer questions (ACSIS038)

Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039)

Evaluating

Compare observations with those of others (ACSIS041)

Communicating

Represent and communicate observations and ideas in a variety of ways (ACSIS042)

Questioning and predicting

Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)

Processing and analysing data and information

Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS040)

Chemical sciences

Different materials can be combined for a particular purpose (ACSSU031)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

Everyday materials can be physically changed in a variety of ways (ACSSU018) Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021) People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046) Science involves making predictions and describing patterns and relationships (ACSHE050) Science knowledge helps people to understand the effect of their actions (ACSHE051)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating




Duration: 10 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Using measurement

Information and communication technology (ICT) capability Investigating with ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social awareness Social management

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.Asia and Australia's engagement with Asia




Duration: 10 Weeks

Students will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/overview and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/in-the-learning-areas.SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas.

Assessing student learningAssessment name: Combining materials for a purposeAssessment description: Students investigate the combination of materials used to make an object for a particular purpose. Students record and represent observations and communicate ideas.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of wherescience is used in people's daily lives.Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:Monitoring activityActivity name: Investigating the water resistance of common materials (Lesson 4)Activity description: Students pose a question about combining natural materials for a purpose. Students describe the properties of the materials chosen and predict how combining the materials will make them useful. Students explain how science knowledge of combining materials can be used in their everyday lives and communicate using scientific and everyday language.Activity name: Combining natural materials for a purpose (Lesson 7)Activity description: Students pose a question about combining natural materials for a purpose. Students describe the properties of the materials chosen and predict how combining the materials will make them useful. Students explain how science knowledge of combining materials can be used in their everyday lives and communicate using scientific and everyday language.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students thinking that:

the words 'object' and 'material' can be interchanged. Explain to students that an object is a thing, and that the material is what the object is made from. the word 'material' is limited to fabric or cloth. Explain to students that the word material is used to describe what an object is made from. the properties of materials can be described using personal value statements (e.g. pretty or yummy). Ensure students describe properties of materials scientifically. all the properties of a material are useful for an object's purpose. Ensure students understand that a material may have properties that are not directly linked to the use of the object. all materials are either strong or not strong. Ensure students understand that the strength of materials can be changed by physically changing some of the properties, e.g. folding. all materials are either water resistant or not. Ensure students understand that the water resistance can be varied by physically changing the properties, e.g. thickness of material.




Duration: 10 Weeks

all glues are suitable for all purposes and materials. Ensure students understand that glues vary in strength and must be chosen to suit the purpose and the materials to be combined. materials are used for their visual appeal rather than to suit a purpose. Ensure students understand that the purpose of using particular materials is more important than the visual

appeal. Aboriginal peoples and Torres Strait Islander peoples do not make objects by combining materials for particular purposes. Ensure students understand that Aboriginal peoples and

Torres Strait Islander peoples living a traditional lifestyle, make many objects from natural materials found in the Australian environment for use in their everyday lives. materials have only one use. Support students to discover alternative uses for materials.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

1 Lesson Object hunt Lesson 1: Identifying and describing materials used to make objects

1 Lesson Properties of materials Lesson 2: Exploring properties of materials

2 Lessons Investigating materials Lesson 3: Investigating the strength of common materials Lesson 4: Investigating the water resistance of common materials

3 Lessons Combinations of materials Lesson 5: Investigating using different glues for different purposes Lesson 6: Investigating objects made from combined materials Lesson 7: Combining natural materials for a purpose

2 Lessons Assessment Lessons 8-9: Assessment

1 Lesson Review Lesson 10: Recombining materials

10 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Object hunt Topic Duration 1 Lesson

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify and describe familiar materials that are used to make objects.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Identifying and describing materials used to make objects

Lesson objectivesStudents will:

Identify and describe familiar materials used to make objects.Evidence of learningCan the student:

Sort objects according to the materials used?Example learning sequence

Discuss the unit intention Investigate objects by identifying materials and their properties Sort objects using materials Draw objects and label properties Share observations

Resources Supporting learning resource - Materials and equipment list Sheet - Word cards Sheet - Question bubbles Supporting learning resource - Posing questions using question bubbles: Teacher

note Sheet - Draw object and label properties Sheet - TWLH chart Supporting learning resource - How to use a word wall Learning object - Graphic organiser toolkit (select TWLH chart) Supporting learning resource - Science inquiry skills poster YP-2 Website – Science literacy https://learningplace.eq.edu.au/cx/resources/items/7a29539b-

1d2a-d66f-2c58-13fb5953ec2f/0/index.html Supporting learning resource - C2C Science glossary

Helpful information Website - Contemporary practice resource: Science

https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Website - BBC: Schools: Science ages 6 - 7: Grouping and changing materials (BBC) http://www.bbc.co.uk/schools/scienceclips/ages/6_7/grouping_materials.shtml

Attachments Lesson plan




Duration: 10 Weeks

Teaching Sequence

Topic Properties of materials Topic Duration 1 Lesson

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will understand that materials are chosen for particular purposes according to their properties, including paper.


Lesson 2

Exploring properties of materials


Understand that materials are chosen for particular purposes according to their properties.

Evidence of learningCan the student:

Identify which properties of materials make them suitable for particular purposes?

Example learning sequence Review materials, properties and uses Examine properties of paper Investigate how objects can be reused for different purposes

Resources Supporting learning resource - Materials and equipment list Sheet - Word cards Slideshow - What am I? A material mystery Sheet - Properties of paper Sheet - My question and prediction





Duration: 10 Weeks

Teaching Sequence

Topic Investigating materials Topic Duration 2 Lessons

Overview Throughout this lesson series, students will investigate properties of materials, including strength and water resistance, and understand how a material's properties make it suitable for a purpose.


Lesson 3

Investigating the strength of common materials


Understand that materials can be tested for strength.Evidence of learningCan the student:

Make predictions and discuss the strength of materials tested?Example learning sequence

Review materials used in everyday objects Predict strength Investigate strength Increase strength of materials Consider combinations of materials in everyday objects

Resources Supporting learning resource - Materials and equipment list Sheet - Materials, properties and uses chart Sheet - Strength test - Prediction and results Sheet - Question bubbles Sheet - Word cards Supporting learning resource - Strength test Supporting learning resource - Teacher notes - Sample: Materials, properties and

uses chart Supporting learning resource - Teacher notes - Increase strength of materials Supporting learning resource - Teacher notes - Consider strength of materials in

everyday objects


Lesson 4

Investigating the water resistance of common materials


Understand that materials can be tested for water resistance.Evidence of learningCan the student:

Describe the water resistance of familiar materials?Example learning sequence

Review properties of materials Understand water resistance Predict water resistance Investigate water resistance

Resources Supporting learning resource - Materials and equipment list Sheet - Word cards Sheet - My question and prediction Sheet - Testing water resistance of paper Sheet - Water resistance test Sheet - Materials, properties and uses chart (begun previously) Supporting learning resource - Teacher notes - Demonstrating how to test water

resistance





Duration: 10 Weeks

Teaching Sequence

Topic Combinations of materials Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will investigate how materials can be combined, including by mixing, for a purpose.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 5

Investigating using different glues for different purposes


Understand that different glues are suitable for combining different materials.


Identify suitable purposes for different types of familiar glues?Example learning sequence

Discuss the intended learning Share prior knowledge of glue Investigate combining materials to make glue Compare strength of glues Reflection

Resources Supporting learning resource - Materials and equipment list Sheet - Word cards Sheet - Materials, properties and uses chart (begun previously) Sheet - Glue recipe Sheet - Glue investigation Sheet - Glue test Supporting learning resource - Teacher note - Conducting the glue investigation


Lesson 6

Investigating objects made from combined materials


Understand that materials can be combined to make objects for a particular purpose.


Suggest purposes for combining materials to make objects?Example learning sequence

Review properties of materials Identify objects made from combined materials Investigate objects made from combined materials Understand that investigations can provide answers to questions

in everyday life

Resources Supporting learning resource - Materials and equipment list Sheet - Word cards Sheet - Materials, properties and uses chart (begun previously) Sheet - Combined materials Supporting learning resource - Teacher notes - Investigate objects made from

combined materials Sheet - Combined materials, properties and uses chart (begun previously) Sheet - Investigations provide answers to questions in everyday life

Helpful information Sheet - Material corners game

https://learningplace.eq.edu.au/cx/resources/items/b3b252d7-8751-4ae2-a067-3e0e9451f101/0/Sci_Y02_U1_SH_MaterialCornersGame.docx

Sheet - Material corners cards https://learningplace.eq.edu.au/cx/resources/items/39b78f01-f7df-4e56-bc35-ac4c026b4ee0/0/Sci_Y02_U1_SH_MaterialCornersCards.docx




Duration: 10 Weeks

Teaching Sequence





Lesson 7

Combining natural materials for a purpose


Combine materials for a purpose.Evidence of learningCan the student:

Explain their selection of materials to be combined for a purpose?Example learning sequence

Consider how everyday objects are made Examine objects made by Aboriginal peoples and Torres Strait

Islander peoples Investigate combining natural materials to make an object Consider disposal of unwanted objects

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Supporting learning resource - Materials and equipment list Sheet - Word cards Video - Merrepen, 2005: Collecting roots and dye (australianscreen online) (TLF

R9278) Reproduced courtesy of australianscreen online http://www.australianscreen.com.au (Note: this resource only viewable through Internet Explorer.)

Sheet - Aboriginal and Torres Strait Islander objects Sheet - Factory made objects Supporting learning resource - Teacher notes: Aboriginal and Torres Strait Islander

objects Sheet - Investigate combining natural materials


Teaching Sequence

Topic Assessment Topic Duration 2 Lessons

Overview In this lesson series, students will complete an assessment task investigating the combination of materials used to make an object for a particular purpose. They will record and represent observations and communicate ideas.


Lessons 8-9 Assessment purpose Resources




Duration: 10 Weeks

Teaching Sequence




Assessment To investigate the combination of materials used to make an object for a particular purpose. To record and represent observations and communicate ideas.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Assessment task - Combining materials for a purpose Assessment task - Combining materials for a purpose: Teaching notes Assessment task - Combining materials for a purpose: Model response Supporting learning resource - Materials and equipment list





Duration: 10 Weeks

Teaching Sequence

Topic Review Topic Duration 1 Lesson

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will evaluate unit learning and consider how waste may be reduced by reusing materials.


Lesson 10

Recombining materials


Consider how materials can be recombined for a new purpose.Evidence of learningCan the student:

Describe how materials were recombined?Example learning sequence

Compare effectiveness of objects for carrying lunch Select and combine materials for a 3D sculpture Share understanding with others

Resources Supporting learning resource - Materials and equipment list





Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Object hunt Lesson plan - Sci_Y02_U1_LP01.docx

Sequence - Properties of materials Lesson plan - Sci_Y02_U1_LP02.docx

Sequence – Investigating materials Lesson plan - Sci_Y02_U1_LP03.docx

Lesson plan - Sci_Y02_U1_LP04.docx

Sequence - Combinations of materials




Sequence - Assessment Lesson plan - Sci_Y02_U1_LP08_09.docx

Sequence - Review Lesson plan - Sci_Y02_U1_LP10.docx

Sequence Learning object - Graphic organiser toolkit (select TWLH chart)

Sheet - Aboriginal and Torres Strait Islander objects

Sheet - Combined materials

Sheet - Combined materials, properties and uses chart

Sheet - Draw object and label properties

Sheet - Factory made objects Sheet - Glue investigation




Duration: 10 Weeks


Sheet - Glue recipe

Sheet - Glue test

Sheet - Investigate combining natural materials

Sheet - Investigations provide answers to questions in everyday life Sheet - Material corners game https://learningplace.eq.edu.au/cx/resources/items/b3b252d7-8751-4ae2-a067-3e0e9451f101/0/Sci_Y02_U1_SH_MaterialCornersGame.docx

Sheet - Material corners cards https://learningplace.eq.edu.au/cx/resources/items/39b78f01-f7df-4e56-bc35-ac4c026b4ee0/0/Sci_Y02_U1_SH_MaterialCornersCards.docx

Sheet - Materials, properties and uses chart

Sheet - My question and prediction

Sheet - Properties of paper

Sheet - Question bubbles

Sheet - Strength test - Prediction and results

Sheet - Testing water resistance of paper

Sheet - TWLH chart

Sheet - Water resistance test

Sheet - Word cards

Slideshow - What am I? A material mystery

Supporting learning resource - C2C Science glossary Supporting learning resource - How to use a word wall




Duration: 10 Weeks


Supporting learning resource - Materials and equipment list

Supporting learning resource - Posing questions using question bubbles: Teacher note

Supporting learning resource - Science inquiry skills poster YP-2

Supporting learning resource - Strength test

Supporting learning resource - Teacher note - Conducting the glue investigation

Supporting learning resource - Teacher notes - Consider strength of materials in everyday objects

Supporting learning resource - Teacher notes - Demonstrating how to test water resistance

Supporting learning resource - Teacher notes - Increase strength of materials

Supporting learning resource - Teacher notes - Investigate objects made from combined materials

Supporting learning resource - Teacher notes - Sample: Materials, properties and uses chart

Supporting learning resource - Teacher notes: Aboriginal and Torres Strait Islander objects Video - Merrepen, 2005: Collecting roots and dye (australianscreen online) (TLF R9278) Reproduced courtesy of australianscreen online http://www.australianscreen.com.au

Website - BBC: Schools: Science ages 6 - 7: Grouping and changing materials (BBC)http://www.bbc.co.uk/schools/scienceclips/ages/6_7/grouping_materials.shtml

Website - Contemporary practice resource: Science https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Website – Science literacy https://learningplace.eq.edu.au/cx/resources/items/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/0/index.html

Assessment Planner - Combining materials for a purpose

Assessment task - Sci_Y02_U1_AT_CombMatPurpose.docx Assessment task - Sci_Y02_U1_AT_MR_CombMatPurpose.docx




Duration: 10 Weeks


Assessment task - Sci_Y02_U1_AT_TN_CombMatPurpose.docx

Assessment Assessment task - Combining materials for a purpose

Assessment task - Combining materials for a purpose: Model response

Assessment task - Combining materials for a purpose: Teaching notes




Duration: 10 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Combining materials for a purpose (Yr 02)Type Experimental investigation

Date

Description Students investigate the combination of materials used to make an object for a particular purpose. Students record and represent observations and communicate ideas.

Learning Area Science

Science understanding Science inquiry skills

Describe changes to objects and materials. Identify that certain materials have different uses.

Pose questions and predict outcomes of investigations.Record observations.Represent observations and communicate ideas in a variety of ways.

A ◄ Explains why materials have different uses. ◄

Gives reasons for prediction using science understanding.Records logically sequenced and detailed observations.Represents and communicates observations and ideas clearly, using scientific language.

B ◄ Explains why materials were chosen. ◄

Poses a relevant investigation question.Records relevant observations.Represents and communicates observations and ideas with some scientific language.

C ◄Describes changes made to materials when combining them to make an object.Identifies that materials have different uses.

◄

Poses an investigation question.Makes a prediction about the outcome of the investigation.Records observations.Represents and communicates observations and ideas in a variety of ways.

D ◄ Identifies a change made to materials. ◄States a prediction.Records observations with guidance.Communicates observations and ideas with guidance.

E ◄ Chooses a material. ◄Completes a question.Participates in an investigation.Communicates ideas or observations when directed.




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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