Primary School Program

Everything is made of atoms.

The Periodic Table arranges all 118 kinds of atoms into horizonal rows (periods) and 18 vertical groups which contain similar elements.

Patana Links

Strong link to WHO AM I? Humans-Diet and Senses

Each student is made of CHONPS and they need to get these atoms from the food that they eat and the air that they breathe.

Their sense organs are also made of CHONPS.

Strong link to MATERIALS AND THEIR PROPERTIES.

All materials are made of a combination of atoms which determine their properties.

Minor link to LIGHT AND SOUND.

Most of the light on earth comes from the hot hydrogen and helium atoms in the Sun. Sound needs atoms to travel though, and because there are not atoms in Space there is no sound.

English Curriculum Links

Strong link to EVERYDAY MATERIALS: The elements have different properties which depend on the the atoms they're made of. Metals on the left of the PT are shiny, malleable, ductile, conductive, while on the right are non-metals and dull, brittle, non-conductive.

Many elements are everyday materials by themselves: carbon (coal, and graphite in pencils), aluminium (alfoil and building material, iron (building material), gold and silver used to be used for coins, silicon (computer chips), lithium (batteries) etc.

PatanaTopics

English Curriculum Links

EVERYDAY MATERIALS

Pupils should be taught to:  distinguish between an object and the material from which it is made  identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock  describe the simple physical properties of a variety of everyday materials  compare and group together a variety of everyday materials on the basis of their simple physical properties.

PLANTS

Pupils should be taught to:  identify and name a variety of common wild and garden plants, including deciduous and evergreen trees  identify and describe the basic structure of a variety of common flowering plants, including trees.

ANIMALS
Pupils should be taught to:  identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals  identify and name a variety of common animals that are carnivores, herbivores and omnivores Science – key stages 1 and 2 8 Statutory requirements  describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)  identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

SEASONS

Pupils should be taught to:  observe changes across the four seasons  observe and describe weather associated with the seasons and how day length varies.

Atoms can bond together to make molecules. such as H2O.

Molecules can form chemical families with different sizes, such as the Alkanes.

Chemical reactions occur when molecules rearrange their bonds to form new substances.

Patana Links

Strong link to HOW PLANTS GROW.

Photosynthesis: Plants use the water from the soil, and the CO2 from the air in the presence of sunlight to make glucose C6H12O6 and carbohydrates for their food allowing them to grow and reproduce.

Minor link to ADVENTURE ON THE HIGH SEAS.

The sea is made of H2O and NaCl (salt). Pirate treasure is made of elements Au, Ag, Cu, C (diamonds). Sapphire and ruby are made of Al2O3.

Major link to FORCES.

For the Atomic program, electric forces are more important than magnetic forces. The rules of positive and negative charge and attraction and repulsion should be added to the magnets with electrostatic activities.

Strong link to WE ARE WHAT WE EAT and FOOD.
The atoms that make us come from the food that we eat, liquids that we drink and air that we breathe. The main kinds of food are carbohydrates and fats which contain C, H and O atoms, fats, and proteins which contain C, H, O, N and S atoms. We also need some vitamins and minerals like Ca and Na.

Our bodies uses these atoms to build all our body parts including muscles, bones, skin and hair. It also uses food as a fuel by "burning" it with O2 that we breathe in in order to power ourselves.

English Curriculum Links

Strong link to EVERYDAY MATERIALS: When different kinds of elements e.g. gaseous hydrogen and oxygen bond to form compounds like liquid H2O they produce entirely new substances with different properties. Bonding creates substances with large variations in properties depending on which kinds of atoms are combined, and their arrangements.

Wood is made of C, H and O atoms in long-chained molecules making it strong and waterproof, Glass is made of Si and O atoms in an extended lattice, making it very hard etc.

Strong link to PLANTS:

Photosynthesis: Plants use the water from the soil, and the CO2 from the air in the presence of sunlight to make glucose C6H12O6 and carbohydrates for their food allowing them to grow and reproduce.

Strong link to ANIMALS:

Our bodies need clean air (O2 and N2), water H2O and food which consists of carbohydrates (C,H,O atoms), fats (C,H,O atoms), proteins (C,H,O,N,S atoms), minerals and vitamins.

Humans also need to turn the food that they eat and oxgyen that they breathe into CO2 and H2O, with requires physical exercise. Balancing the intake of food with their exhaled breath is needed for a healthy body.

PatanaTopics

English Curriculum Links

USE OF EVERYDAY MATERIALS

Pupils should be taught to:  identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses  find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

LIVING THINGS

Pupils should be taught to:  explore and compare the differences between things that are living, dead, and things that have never been alive  identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other  identify and name a variety of plants and animals in their habitats, including microhabitats  describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

PLANTS
Pupils should be taught to:  observe and describe how seeds and bulbs grow into mature plants  find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

ANIMALS

Pupils should be taught to:  notice that animals, including humans, have offspring which grow into adults  find out about and describe the basic needs of animals, including humans, for survival (water, food and air)  describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Electric charges (like magnets) can attract or repel with a force varying with their charge and distance apart.

Living things are made mostly of CHNOPS plus smaller amounts of many other elements.

Plants use CO2, H2O and sunlight to produce glucose and oxygen in photosynthesis; and animals and plants use glucose and O2 to produce CO2, H2O and energy in respiration.

Links

Medium link to PLANTS (photosynthesis):

Plants draw H2O from the soil through their roots, and CO2 from the air through their leaves, and combine them with sunlight to produce glucose (food) and CO2.

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Medium link to ANIMALS:

Because animals cannot photosythesise to produce their own food they must eat plants or animals that eat plants for their nutrition, which includes carbohydrates, proteins and fats and minerals such as calcium used to build bones.

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Medium link to ANIMALS:

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Medium link to ROCKS: Atoms- mostly oxygen, silicon, aluminium and iron- are the building blocks of minerals, which are themselves are the building blocks of rocks.

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PLANTS
Pupils should be taught to:  identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers  explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant  investigate the way in which water is transported within plants  explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal

ANIMALS

Pupils should be taught to:  identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat  identify that humans and some other animals have skeletons and muscles for support, protection and movement.

ROCKS
Pupils should be taught to:  compare and group together different kinds of rocks on the basis of their appearance and simple physical properties  describe in simple terms how fossils are formed when things that have lived are trapped within rock  recognise that soils are made from rocks and organic matter

LIGHT
Pupils should be taught to:  recognise that they need light in order to see things and that dark is the absence of light  notice that light is reflected from surfaces  recognise that light from the sun can be dangerous and that there are ways to protect their eyes  recognise that shadows are formed when the light from a light source is blocked by an opaque object  find patterns in the way that the size of shadows change.

FORCES and MAGNETS

Pupils should be taught to:  compare how things move on different surfaces  notice that some forces need contact between two objects, but magnetic forces can act at a distance  observe how magnets attract or repel each other and attract some materials and not others  compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials  describe magnets as having two poles  predict whether two magnets will attract or repel each other, depending on which poles are facing.

The arrangement and movement of molecules can explain the observable properties of solids, liquids and gases, and that heating or cooling affects the atom's and molecule's speed.

Small molecules units (monomers) can bond repeatedly to form longer molecules (polymers), such as plastics and starch.

Medium link to ANIMALS:

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Medium link to ROCKS: Atoms- mostly oxygen, silicon, aluminium and iron- are the building blocks of minerals, which are themselves are the building blocks of rocks.

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Small molecules (monomers) can bond end-to-end to make longer molecules (polymers) and create useful things like plastics, proteins and carbohydrates.

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LIVING THINGS

Pupils should be taught to:  recognise that living things can be grouped in a variety of ways  explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment  recognise that environments can change and that this can sometimes pose dangers to living things.

ANIMALS

Pupils should be taught to:  describe the simple functions of the basic parts of the digestive system in humans  identify the different types of teeth in humans and their simple functions  construct and interpret a variety of food chains, identifying producers, predators and prey.

SOUND

Pupils should be taught to:  identify how sounds are made, associating some of them with something vibrating  recognise that vibrations from sounds travel through a medium to the ear  find patterns between the pitch of a sound and features of the object that produced it  find patterns between the volume of a sound and the strength of the vibrations that produced it  recognise that sounds get fainter as the distance from the sound source increases.

STATES OF MATTER

Pupils should be taught to:  compare and group materials together, according to whether they are solids, liquids or gases  observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)  identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

ELECTRICITY

Pupils should be taught to:  identify common appliances that run on electricity  construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers  identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery  recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit  recognise some common conductors and insulators, and associate metals with being good conductors.

Bohr Model: Atoms are made of positive protons and neutral neutrons in the nucleus and negative electrons in shells outside the nucleus.

Protons and neutrons have an approximately mass compared to an electron's which is about 1/1836th.

Isotopes are atoms with the same number of protons but a different number of neutrons.

Medium link to ANIMALS:

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Medium link to ROCKS: Atoms- mostly oxygen, silicon, aluminium and iron- are the building blocks of minerals, which are themselves are the building blocks of rocks.

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Electron transitions within atoms cause the emission of light rays which travel in straight lines until they encounter an object or another medium like glass or water.

LIVING THINGS

Pupils should be taught to:  describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird  describe the life process of reproduction in some plants and animals.

ANIMALS

Pupils should be taught to:  describe the changes as humans develop to old age.

PROPERTIES AND CHANGE OF MATERIALS

Pupils should be taught to:  compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets  know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution  use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating  give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic  demonstrate that dissolving, mixing and changes of state are reversible changes  explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

EARTH AND SPACE

Pupils should be taught to:  describe the movement of the Earth, and other planets, relative to the Sun in the solar system  describe the movement of the Moon relative to the Earth  describe the Sun, Earth and Moon as approximately spherical bodies  use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

FORCES

Pupils should be taught to:  explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object  identify the effects of air resistance, water resistance and friction, that act between moving surfaces  recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

Metal atoms bond to non-metals atoms to produce ionic substances (e.g. NaCl), while non-metallic atoms bonding with other non-metallic atoms to produce covalent substances (e.g. H2O).

The Atomic Weight of an element is approximately the sum of its protons and neutrons in its most common isotope.

Nuclear fusion and fission involve changes in an atom's nuclear composition transmuting the atom into a new element.

Medium link to ANIMALS:

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Medium link to ROCKS: Atoms- mostly oxygen, silicon, aluminium and iron- are the building blocks of minerals, which are themselves are the building blocks of rocks.

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Electric circuits involve the movement of electrons through metal atoms, or the movement of charged ions through solutions between electrodes.

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LIVING THINGS & HABITATS

Pupils should be taught to:  describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals  give reasons for classifying plants and animals based on specific characteristics

ANIMALS

Pupils should be taught to:  identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood  recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function  describe the ways in which nutrients and water are transported within animals, including humans.

EVOLUTION

Pupils should be taught to:  recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago  recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents  identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

LIGHT

Pupils should be taught to:  recognise that light appears to travel in straight lines  use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye  explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes  use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.

ELECTRICITY

Pupils should be taught to:  associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit  compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches  use recognised symbols when representing a simple circuit in a diagram.

The sun is the most powerful source of light on earth and is caused by electron transitions of its hydrogen and helium atoms, and causes causes earth's day-night cycle.

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Core Atomic Program

Links with the Australian Curriculum

Elaborations

AC9SFH01

Use and influence of science

Explore the ways people make and use observations and questions to learn about the natural world

AC9SFI01

Questioning and predicting

Explore the ways people make and use observations and questions to learn about the natural world

AC9SFI02

Planning and conducting

Pose questions and make predictions based on experiences

AC9SFI03

Processing, modelling and analysing

Represent observations in provided templates and identify patterns with guidance