,

The New Zealand Curriculum

Science Years 0–10

October 2025

Science Years 0-10 | Page 1

 Contents

Purpose statement ............................................... 3

Learning Area Structure ..................................... 4
Introduction ......................................................... 5

Phase 1 (Years 0–3) Teaching sequence ........... 6

Physical Science ............................................ 7
Biological Science ........................................ 10

Phase 2 (Years 4–6) Teaching sequence ......... 12

Physical Science .......................................... 13
Biological Science ........................................ 18

Phase 3 (Years 7–8) Teaching sequence ......... 21

Physical Science .......................................... 22
Biological Science ........................................ 26

Phase 4 (Years 9–10) Teaching sequence ....... 29

Physical Science .......................................... 30
Biological Science ........................................ 37

Science Years 0-10 | Page 2

 Purpose Mā te whakaaro nui e hanga te whare; mā te mātauranga e whakaū.

statement By great thought the house is built; by knowledge it is made firm.

The Science learning area equips students with disciplinary knowledge and practices
to understand, explain, and explore the physical and biological world. Across the key
strands of physical sciences and biological sciences, students are taught foundational
scientific knowledge that underpins their engagement with scientific practices.

Through the study of Science, students learn how to observe systematically, ask
testable questions, design investigations, analyse data, and communicate findings
using scientific conventions. They engage with science as a dynamic, evidence-
based discipline shaped by empirical inquiry, peer critique, and social and cultural
contexts.

The Science learning area provides students with tools to understand that scientific
knowledge evolves through the convergence of evidence from multiple studies, and
that robust explanations must be substantiated through inquiry. Students learn that
science is a collaborative and iterative process, where innovation and dissent are
valued when grounded in evidence.

As students progress through Science, they deepen their understanding of how

disciplinary knowledge and scientific practices work together, which supports them to
investigate real-world phenomena. They learn that science is a human endeavour
shaped by people from many times, places, and cultures, and that diverse
perspectives, including te ao Māori, can enrich scientific thinking and practice.

Science Years 0-10 | Page 3

 Learning Area Structure

The year-by-year teaching sequence lays out the knowledge and practices to be
taught each year.

In Science Years 0–10: teaching is structured around the following two strands:

• Physical Science: Focuses on matter, energy, forces, motion, and Earth and
space systems. It develops students’ understanding of how physical systems
behave and interact, and how scientific reasoning and modelling are used to
explain and predict phenomena.

• Biological Science: Focuses on organisms, body systems, genetics, ecosystems,

and biological processes. It develops students’ understanding of how living
systems function and change and how scientific knowledge connects to health,
sustainability, and biodiversity.

The year-by-year teaching sequence, organised through strands and elements, sets
out what is to be taught. Its enactment is shaped by teachers, who design learning in
response to their learners, adjusting the order and emphasis and adding appropriate
contexts and content.

Science is a human endeavour of collaboration, creativity, and discovery, engaging

hundreds of thousands of people worldwide. To celebrate this, we highlight some
prominent scientists who have made influential scientific discoveries or advances
relevant to the content being taught. Emphasising the human stories, values, and
impacts of science enriches the teaching and learning of the knowledge and
practices.

Science Years 0-10 | Page 4

 Introduction

Across Years 0–10, science learning builds progressively from concrete observation In Years 7–8, teachers support students to apply scientific practices with greater
to abstract reasoning, supporting students to explore, investigate, and explain the structure and precision, carrying out investigations, analysing and interpreting data,
physical and biological world. The teaching sequence is best understood as a and constructing evidence-based explanations of more complex systems. Students
developmental arc, with knowledge, scientific practices, and conceptual design and conduct fair tests, use particle models to explain changes, and interpret
understandings deepening over time. This supports schema-building around the electrical circuits. Through structured investigations, they observe cells using
systems, patterns, and processes that shape life and the universe. Knowledge has microscopes or digital images, model inheritance and adaptation, and explain
been selected to reflect everyday phenomena and systems students can directly ecological relationships using data and diagrams. Teaching supports evidence-based
experience, ensuring relevance and accessibility within the context of New Zealand. explanation and reasoning, systems thinking, and interdisciplinary connections.

In Years 0–3, teachers support students to begin observing and describing their In Years 9–10, teachers guide students to apply scientific knowledge and practices to
surroundings, fostering foundational scientific knowledge and curiosity through direct, increasingly abstract and interdisciplinary contexts. Students engage in independent
hands-on experiences. Students identify and describe observable features, compare scientific inquiry and apply model-based thinking to explain relationships. Students
behaviours, and use simple models to explain phenomena. Teaching supports the use evidence to critique claims, model systems, explain interactions across strands,
development of science-specific observational skills, sensory exploration, concrete apply algebraic reasoning, evaluate data quality, and construct scientific arguments.
thinking, and communication grounded in facts and evidence. Teachers provide opportunities for students to represent chemical reactions using
equations, calculate energy efficiency, and analyse motion using Newton’s laws and
In Years 4–6, teachers help students to ask testable questions, explore cause and
graphical data. Teachers support students to interpret genetic and environmental
effect, and use simple models to explain what they see. Students test properties (e.g.
influences on traits, model immune responses, and evaluate human impacts on
density, buoyancy), investigate forces and energy transfer, and apply cause-and-
ecosystems using scientific and environmental data.
effect reasoning to explain physical and biological processes. Teaching supports
students to begin using standard measurement, identify variables, and interpret data. The Science learning area prepares students with the knowledge, practices, and
Across these years, the knowledge and practices lay the foundation for working capabilities to access related curriculum subjects for Years 11–13, including Biology,
scientifically through integrated observation, reasoning, and early data handling. Chemistry, Earth and Space Science, Physics, Agricultural and Horticultural Science,
and Primary Industries.

Science Years 0-10 | Page 5

 Phase 1 (Years 0–3) Teaching sequence

The following examples illustrate the materials, tools and equipment that can support safe, engaging, and purposeful teaching in Years 0 to 3. Appropriate use of a range of
materials, tools, and equipment will ensure students can access all relevant knowledge and practices within the teaching sequence.

Indicative Materials, Tools, and Equipment

Materials
Natural: leaves, feathers, shells, stones, sand, soil samples
Processed: paper, cardboard, fabric scraps, plastic containers, rubber bands, balls of various sizes
Food-based: flour, sugar, salt, water, oil, vinegar

Tools
Observation: magnifying glasses, hand lenses, torches
Measuring: rulers, measuring cups, thermometers, scales
Recording: clipboards, pencils, crayons, simple premade charts/tables
Manipulating: tweezers, droppers, sieves, funnels

Equipment
Containers: trays, jars, bowls, buckets, tin cans, various plastic bottles
Safety: aprons, gloves, goggles
Specialist: mirrors, prisms, tuning forks

Science Years 0-10 | Page 6

Physical Science
Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 1 During Year 2 During Year 3 During Year 1 During Year 2 During Year 3

Materials Materials and their properties Material properties and uses Materials and their properties Material properties and uses
 Objects are made of different materials.  Materials take up space and have mass.  Identifying observable properties of  Applying the knowledge of properties of
 Materials can be combined to make  Mass is the amount of matter present in materials using the five senses (where common materials (e.g. wood, metal,
objects. an object. appropriate) (e.g. shape, texture, colour, plastic, glass, brick, rock, paper, rubber,
hardness, flexibility) cardboard), including:
 Materials have observable properties  Materials can have different mechanical
(e.g. shape, texture, colour, hardness, properties (they behave differently when  Identifying the primary material an object o sorting and grouping materials based
flexibility). pushed, pulled, or twisted): is made from (e.g. wood, metal, plastic, on how they behave physically,
glass, fabric, rock) focusing on their mechanical
 Soils and rocks have different properties, o flexible materials can be bent
 Comparing and grouping together a properties, using simple comparisons
including firmness, texture, colour, and o elastic materials can be stretched or
heaviness. variety of everyday materials based on o formulating a repeatable method to
bent and returned to their original
their shared physical properties test how elastic objects behave when
shape
stretched or compressed and
o some elastic materials can return to released, using simple comparisons
their original shape faster than others. (e.g. large stretch → larger/faster
 Materials can be cut, broken, and worn movement)
down into smaller fragments. These  Evaluating which materials are best
smaller parts remain (e.g. sand, suited for specific uses, based on their
breadcrumbs, glass shards). observable features
 Materials can be natural or
manufactured (made by humans).

Matter Light and shadow Light and shadow

Interactions  Light is needed for humans to see  Testing and describing how materials
and Energy objects. interact with light, identifying whether the
 Light travels from a source and can be materials are opaque, translucent, or
reflected, scattered, or absorbed. transparent and whether the light is
reflected, scattered, or absorbed
 The Sun is a source of light; the Moon is
not (it reflects light from the Sun).  Tracking and measuring how shadows
form and change when objects block
 It is dangerous to directly observe the
light
Sun.
 Using diagrams to depict how changes
 Objects appear smaller when they are
in the position of the light source (such
farther away. This effect is due to visual
as the Sun at different times of day)
perspective.
influence shadow length and direction
 Darkness occurs when there is no light
Sound
present.
 Predicting, comparing, and explaining
 Shadows are formed when light is
the relationship between distance and
blocked by an object.
the volume of sound
 Materials may be opaque, translucent, or
 Carrying out simple tests to observe how
transparent to light:
sound changes when it travels through
o opaque materials block light (they different materials and describing how
reflect or absorb it) these changes affect the sound (e.g.
o translucent materials let some light cup-and-string phone, tapping on a bowl
through (reflecting, scattering, or filled with water vs air)
absorbing some light)  Investigating how sound is produced by
o transparent materials let all or most vibrating materials and how sounds can
light through. cause materials to vibrate and explaining
Sound how vibration affects frequency (pitch)
and volume:
 Sound travels as a wave through
materials. o using simple objects (e.g. elastic
bands, string, rulers, slinky)
 Shaking or vibrating materials creates
sound. o using musical instruments, including
examples from te ao Māori (e.g. conch
 Sound causes materials to vibrate.
shell (pūtātara), small flute (kōauau))

Science Years 0-10 | Page 7

 Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 1 During Year 2 During Year 3 During Year 1 During Year 2 During Year 3

 The size of a wave or vibration affects

how loud a sound is; larger waves
produce louder sounds.
 Volume is how loud or quiet a sound is.
 The volume of a sound decreases as the
distance from its source increases.
 Pitch is how high or low a sound is (e.g.
a whistle has a high pitch, a drum has a
low pitch).
 Sound frequency is a measure of how
often a sound happens every second.
Higher frequency means a higher pitch,
and lower frequency means a lower
pitch.
 How much a material vibrates affects
frequency (how high or low the sound
is).
 Sound frequency is determined by the
source and typically remains constant.
 Materials can affect the volume and
clarity of sound as it travels.
 The way sound travels through a
material depends on the material’s
properties, such as its size (length and
thickness), how stretchy or hard it is, and
how smooth or rough its surface is.
 Note: Concepts related to the scientific
definition of frequency are not expected
at this level.

Motion and Motion and changes Motion and changes

Forces  Pushes and pulls are interactions  Investigating how the shape of an object
between two or more objects and can affects whether it rolls, slides, or stays
act in different directions. still when pushed or pulled and
 Magnets can cause pushes or pulls with describing these patterns using simple
some metals or other magnets. comparisons

 Pushing or pulling an object can cause  Predicting how objects of different sizes,
the object to change direction, speed, or shapes, or masses move when the same
shape. push is applied

 Objects can move in different ways (e.g.  Investigating how pushing, pulling,
roll, slide, bounce) depending on their squashing, bending, twisting, or
shape. stretching can change the shape or
movement of solid objects
 Materials and objects can be changed
physically by pushing, pulling, and
twisting.
 Pushing or pulling something harder can
make it move faster.
 Different surfaces and shapes can
change how fast an object moves.
 Note: Units for speed are not expected
at this level.

Earth  Note: See Social Science learning area  Note: See Social Science learning area  Note: See Social Science learning area  Note: See Social Science learning area  Note: See Social Science learning area  Note: See Social Science learning area
Systems — Geography strand. — Geography strand. — Geography strand. — Geography strand. — Geography strand. — Geography strand.

Science Years 0-10 | Page 8

 Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 1 During Year 2 During Year 3 During Year 1 During Year 2 During Year 3

Earth and The Earth and Sun The Earth and Sun
Space  The movement of the Earth in relation to  Using models and diagrams to explain
the Sun causes observable patterns, how Earth’s rotation causes day and
including the rising and setting of the night and the apparent movement of the
Sun, the length of a day, and the length Sun
of a year.  Note: The practice in Light and shadow
 The Earth is roughly spherical. related to tracking and measuring
 The Earth rotates on its axis once every shadows can be applied to this topic.
24 hours.
 The side of Earth facing the Sun
experiences daytime, receiving light, and
warming through the day. The side
facing away from the Sun experiences
night-time, and gradually cools through
the night.
 Shadows change during the day, along
with the Sun’s position in the sky.
 The Earth orbits (revolves around) the
sun and takes one year (365 and a
quarter days) to complete one full orbit.
 A planet is a large object that orbits a
star. Planets do not emit light.
 A star is a massive ball of hot gases that
emits light and other radiation.
 The Sun is a star and the Earth is a
planet.
 Aristotle (384–322 BCE) proposed the
theory of a spherical Earth. His
philosophical and scientific ideas
influenced scientific thought for
centuries.
 Note: Patterns related to seasons and
lunar phases are addressed in Year 5.
 Note: Concepts related to radiation are
not expected at this level.

Science Years 0-10 | Page 9

Biological Science
Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 1 During Year 2 During Year 3 During Year 1 During Year 2 During Year 3

Organism Discovering life Life cycles How organisms meet their needs Discovering life Life cycles How organisms meet their needs
Diversity  All living things are organisms.  Animals, including humans, reproduce  In plants, each structure has a function  Observing and classifying plants,  Identifying physical features that indicate  Comparing the functions of plant
 There is a wide variety of organisms and grow into adults. (e.g. roots and stems help support the animals, and fungi, including: relatedness between individuals and structures to explain how each
(this is diversity), including plants,  Offspring often resemble their parents plant and transport water and nutrients). o classifying both familiar and unfamiliar recognising variation of these features contributes to growth, survival, or
animals, and fungi. but are not exactly the same as them.  Plants gain nutrition by absorbing organisms as plants, animals, or fungi within and across related individuals or reproduction
sunlight in their leaves to produce sugar using observable features (e.g. tūtae groups (e.g. parent/offspring, mammals,  Carrying out basic tests on how
 Plants exist in many forms, including  Organisms eventually die.
(this is photosynthesis); they take up kēhua is a basket fungi) birds) environmental factors (e.g. light, water)
grasses, ferns, trees, and seaweeds;  Different organisms have different life
they can be flowering or cone-bearing, water and nutrients from the soil through o using observable physical features to  Investigating life cycles, including: affect plant growth
cycles (e.g. butterfly, frog, human, broad
deciduous or evergreen. Algae such as their roots. distinguish different organisms (e.g. o comparing simple aspects of life  Comparing the diets of different types of
bean, kōwhai tree).
seaweeds, share some similarities with  Animals gain nutrition by digesting other kōwhai, kererū, mushroom) cycles in different animals, including animals (herbivores, carnivores,
 Plants grow from seeds, mature, and
plants. organisms. o classifying organisms into broad life span and changes from young to omnivores) and explaining how their
reproduce.
 Common structures of flowering plants  Different types of animals have varied groups based on shared adult (e.g. egg to caterpillar to body structures (e.g. teeth, jaw size,
 Flowers are primarily for reproduction. butterfly, egg to chick to bird, tadpole snout/beak length, tongue shape) relate
(including trees) include leaves, flowers, diets, with some eating plants characteristics (e.g. flax, northern rātā
fruit, roots, seeds, trunk, branches, and  Flowers play an important role in the life (herbivores), some eating other animals and pōhutukawa) to frog) to the food types they consume
stem. cycle of flowering plants: pollination, (carnivores), and some eating a variety o observing and interpreting visible  Predicting the type of diet an animal eats
o identifying and naming a selection of
seed formation, and seed dispersal. of foods (omnivores). transformations in organisms as part based on the size and shape of its teeth
 Ocean plants have different structures to local plants and animals using both
land-based plants.  A seed contains stored nutrients and  Animals have body structures adapted English and te reo Māori of their life cycle (e.g. caterpillars
needs water to germinate. for their diets (e.g. teeth, jaw size, transforming into butterflies, buds
 Animals include diverse groups such as
 Maria Sibylla Merian (1647–1717) snout/beak length, tongue shape). opening into flowers)
fish, amphibians, reptiles, birds, insects,
and mammals (including humans). Each observed and recorded insect  The teeth of carnivores and herbivores  Using observation and representations
group has distinct features. metamorphosis using detailed look different, related to their different such as diagrams to explain how
illustrations. Her work bridged art and functions. flowering plants reproduce through
 Fungi are living organisms that are
science and advanced entomology. pollination, seed formation, and
different from plants and include  Alfred Brehm (1829–1884) recorded
dispersal
mushrooms. observations of animal diets and feeding
 Theophrastus (c.371–287 BCE) behaviours. His writings popularised
described plant forms and structures. zoology and animal studies in Europe.
His botanical texts were used for  Note: Photosynthesis as a process is
centuries as primary references. beyond the conceptual level for this age
group. Focus should remain on the
connection between sunlight and sugar
production and that this is called
photosynthesis.

Body Body basics What organisms need to survive Support and movement Body basics What organisms need to survive Support and movement
Systems  The human body consists of major parts  Animals and fungi depend on other  Humans and some other animals have  Linking the shape and position of body  Identifying the basic survival needs of a  Applying simple movement analysis
such as the head, neck, torso, arms organisms for nutrients, whereas plants internal skeletons (including spine, parts to their function, including how the variety of animals and plants, including techniques, such as observing and
(including elbows), legs (including can produce their own nutrition. ribcage, and skull) and muscles for major sense organs help us explore our insects, birds, mammals, fish, and recording their own or others’
knees), face, ears, eyes, nose, hair,  Plants need water, carbon dioxide (often support, protection, and movement. world (e.g. fingertips help us feel things flowering plants, and linking these needs movements, to understand how muscles
mouth, and teeth. from the air), light, and space to survive. These are called the skeletal and like smooth, rough, hot, or cold) to their adaptations, including external create motion
 Different body parts are associated with muscular systems. These systems work features or behaviours:  Investigating how muscles and bones
 Animals need food (nutrition), water,
senses, including sight, hearing, touch, together. o identifying and describing the interact during specific physical activities
oxygen (often from the air), and space to
taste, and smell. survive.  Some animals have external skeletons functions of external body parts in and identifying ways body structures
(e.g. exoskeletons in insects like the animals and external parts in plants provide protection and support in real-life
 Organisms have structural features and
wētā and in spiders, shells on molluscs). using real-life examples scenarios
behaviours that help them to survive
where they live. These are called  Some animals have no skeleton (e.g. o investigating adaptations of organisms  Classifying plants based on their
adaptations. slugs) and some also have no muscles in different environments structural support system (e.g. trees
(e.g. jellyfish).  Identifying and explaining responses to have a woody trunk)
 Animals have body parts for sensing,
movement, protection, and resource  Animals with an internal skeleton are stimuli in plants and animals (e.g.  Observing and classifying animals as
gathering (e.g. kiwi have long, sensitive called vertebrates. Animals without an seedlings growing towards light, wētā invertebrate or vertebrate
beaks for finding insects and worms in internal skeleton are called hiding when touched, goosebumps
forest leaf litter and soil). invertebrates. Most animals are forming on skin in cold weather) using
invertebrates. observations and simple cause-and-
effect reasoning

Science Years 0-10 | Page 10

 Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 1 During Year 2 During Year 3 During Year 1 During Year 2 During Year 3

 Organisms sense stimuli (e.g. light, heat,  Some plants have a structural support
contact) in their environment and system (e.g. trunk, branch, stem).
respond to them. Woody plants (e.g. trees) can grow taller
than non-woody plants (e.g. grass,
ponga).
 Andreas Vesalius (1514–1564)
accurately described and illustrated the
muscles and skeletal structure of
humans.

Ecosystems Where and how organisms live Habitats Food chains Where and how organisms live Habitats Food chains
 Organisms are found in almost every  Habitats are places where organisms  Nutrition is transferred from one  Observing and describing how  Recognising and describing features of  Identifying simple nutritional
place on Earth. interact with other organisms and can organism to another when organisms eat organisms interact with their communities, habitats, and microhabitats relationships between animals and
 Some organisms are active during the find the resources they need for survival other organisms. surroundings (e.g. tūī flying between (e.g. leaf litter, rock pools) through plants using basic food chains
day, others at night (nocturnal). (e.g. Maui dolphins live in coastal waters  Plants produce their own nutrition and trees, wētā crawling under logs, sea observation and data  Note: Food webs are introduced in Year
where they can catch small fish). form the beginning of a food chain, stars clinging to rocks)  Using cause-and-effect language to 5 and not appropriate for this level.
 Some organisms live alone (e.g. tree),
and others live in groups (e.g. hive of  Communities are groups of organisms followed by herbivores, omnivores, and  Recognising and comparing behavioural explain how survival links to environment
bees). that live and interact in the same place. carnivores. rhythms in organisms related to time of resources (e.g. kiwi eat forest floor
 Animals and plants vary across habitats  Charles Elton (1900–1991) introduced day (e.g. morepork active at night, insects, kina need to be in water)
 Karl von Frisch (1886–1982)
(e.g. beach, ocean, rainforest). the concepts of food chains and butterfly flying during the day)  Identifying and explaining how the
investigated social behaviour in
honeybees, including their  A habitat supports a variety of ecological pyramids. He is considered  Identifying and describing social structural features and behaviours of
communication through dance. He was organisms. one of the founders of modern ecology. behaviours in organisms by comparing organisms support their survival in their
awarded the Nobel Prize in Physiology solitary and group living patterns (e.g. habitats (e.g. pāua have a large,
 A microhabitat is a small habitat (e.g.
or Medicine in 1973. kākāpō foraging alone, honeybees living muscular foot to stick to rocks)
under stones or leaf litter).
in hives)
 Whakaotirangi (Tainui) (1300s)
introduced kumara to New Zealand and
contributed to Polynesian horticultural
knowledge. She applied knowledge of
kumara habitats to successfully grow
kumara.

Science Years 0-10 | Page 11

 Phase 2 (Years 4–6) Teaching sequence

The following table presents a list of examples to illustrate the materials, tools and equipment that can support safe, purposeful, and increasingly complex teaching in Years 4 to 6.
Appropriate use of a range of materials, tools, and equipment will ensure students can access all relevant knowledge and practices within the teaching sequence.

Indicative Materials, Tools, and Equipment

Materials
Solids and liquids: ice cubes, salt, sugar, sand, cooking oil, water, vinegar
Mixtures: soil samples, saltwater, baking soda and vinegar, flour and water paste
Magnetic: iron filings, paper clips, magnets
Conductive and insulated: copper wire, aluminium foil, plastic, rubber
Transparent and opaque: glass, plastic sheets, cardboard, fabric

Tools
Measuring: thermometers, rulers, measuring jugs, scales, timers
Testing: magnets, sieves, filters, conductivity testers
Recording: notebooks, pencils, observation charts, digital cameras
Manipulating: tweezers, droppers, stirring rods, funnels

Equipment
Containers: trays, jars, bowls, buckets, tin cans, various plastic bottles
Energy and circuits: batteries, wires, bulbs, switches, buzzers
light and sound: torches, mirrors, prisms, tuning forks, water bowls
Simple machines: pulleys, ramps, levers (e.g. ruler and eraser setups)

Science Years 0-10 | Page 12

Physical Science
Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 4 During Year 5 During Year 6 During Year 4 During Year 5 During Year 6

Materials Heat and states of matter Mass, volume, and density Heat and states of matter Mass, volume, and density
 Matter is anything that has mass and  Mass is the amount of matter in an  Investigating and recording changes  Comparing densities of objects
takes up space. object, measured in kilograms (kg) or of state in common materials, based on measurements of the mass
 Matter exists in different states — grams (g). including water, by observing, (in grams) and volume (in mL)
solid, liquid, and gas:  Volume is measured in cubic metres measuring, and interpreting data  Describing the density of solids and
o a solid is a state of matter that has (m³) or litres (L).  Making and testing predictions about liquids using comparative language
a definite shape and volume (e.g.  Objects may have the same volume how heating affects the physical  Making and testing predictions of
ice) but different masses and vice versa. properties of matter (e.g. chocolate whether materials float or sink in
melting, metal getting hot, water water
o a liquid is a state of matter that  The relationship between mass and
boiling)
has a definite volume but no volume is known as density.
definite shape (e.g. water, milk)  The density of an object determines
o a liquid flows and takes the shape whether it will float or sink in another
of the container it is in material:
o a gas is a state of matter that has o less dense materials will float on
neither definite shape nor definite more dense materials (e.g. foam
volume on water, oil on water, helium
o a gas flows easily and expands to balloons in air, air in water)
the size of the container it is in o more dense materials will sink in
(e.g. air in a balloon) less dense materials (e.g. coins in
o volume is the amount of space a water, vinegar in oil, dishwashing
solid, liquid, or gas takes up liquid in water).

o powders are granular solids and  The French Academy of Sciences

can flow and be poured, like (1790s) developed the metric system
liquids. for weight, length, and volume,
standardising measurements across
 Matter can change state if heated or
science, industry, and education.
cooled (melting, boiling/evaporation,
freezing, condensation).  Note: Floating and sinking only
occurs in liquids and gases.
 At sea level, freshwater boils at
100°C and freezes at 0°C.
 Robert Boyle (1627–1691)
established the relationship between
temperature and pressure in gases,
known as Boyle’s Law. He is
considered one of the founders of
modern chemistry.

Matter Interactions and Energy Heat Behaviour of Light Heat Behaviour of light
 Thermal energy comes from many (See Year 3, Light and shadow)  Measuring temperature using a  Using diagrams to demonstrate how
sources (e.g. the Sun, fire, friction,  Everything we see is either a light thermometer and describing how objects are visible to the eye
electricity). source or reflected light. For an warm or cool something is in  Investigating how light travels and
 Thermal energy moves from warmer object to be visible, light must travel degrees Celsius (°C) changes direction by reflecting (e.g.
materials to cooler materials, not the from a light source to the object to  Applying the movement of thermal from a mirror) and refracting (e.g.
other way around. the eyes. This occurs when light energy from warmer objects to water to air) by predicting, observing,
 Thermal energy continues to transfer travels from a source directly to the cooler objects to everyday examples recording, and interpreting data
between materials until they both eyes or when it reflects off objects and using evidence to demonstrate Simple circuits
reach the same temperature. and then reaches the eyes. how this transfer happens (e.g. ice
 Building a basic circuit with an on/off
 When an object appears to be blocks in water, food in a hot frying
 Light can warm objects when it switch
reflected (e.g. in a mirror or water), pan)
shines on them because some of the  Drawing a circuit diagram using
light is absorbed and is transformed light has travelled from a light source  Exploring how light-emitting objects
standard symbols for the battery,
into thermal energy. to the object, then to the reflective also release thermal energy (e.g.
switch, wires, and load
surface, then to the eyes. LED and incandescent bulbs)

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The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 4 During Year 5 During Year 6 During Year 4 During Year 5 During Year 6

 Temperature is a measure of how  Refraction of light occurs when light  Exploring how light is absorbed by  Explaining how circuits work by
hot a substance is. Temperature can changes direction as it passes from objects made of different materials transferring energy electrically and
be measured using thermometers, one medium to another (e.g. from air and shades, causing the objects to transforming it into other forms of
usually in degrees Celsius (°C). into water). warm differently energy
 Anders Celsius (1701–1744) created Simple circuits
the Celsius temperature scale, which  Simple circuits involve a closed loop
is widely used to measure connecting a source of electricity,
temperature changes in physical and wires, and a load (e.g. lightbulb,
chemical processes. buzzer).
 Note: Students at this level are not  Switches can open and close a
expected to know that temperature is circuit to control the flow of
a measure of the average kinetic electricity.
energy of a substance.
 Electricity is conducted in a circuit
through metal wires.
 Circuit diagrams represent the
components of circuits using
standard symbols for the battery,
wires, switch, and load.
 Thomas Edison (1847–1931)
developed practical electric circuits
for lighting and invented the
incandescent light bulb. He held over
1,000 patents and revolutionised
modern technology.

Motion and Forces Contact forces and movement Non-contact forces Contact forces and movement Non-contact forces
 A force is a push or pull that can (See Year 2, Materials)  Illustrating forces using force-arrow  Predicting and explaining magnetic
cause an object to move, stop, diagrams interactions based on pole
 Some forces need contact between
change direction, or change shape.  Comparing the time taken and orientation, linking predictions to
two objects, but non-contact forces
 Forces have direction and size, and distance travelled by objects, observed effects and using the
can act at a distance.
this can be represented by simple identifying which is faster or slower language of attraction and repulsion
 Magnetic force is a non-contact force
force-arrow diagrams.  Predicting and testing how push and  Comparing how non-contact forces
that can pull or push.
 Friction is a force that opposes the pull forces of different size or affect the movement of objects,
 Magnets have two poles (north and focusing on qualitative observations
relative movement of objects in direction affect the movement of
south). Opposite poles attract (e.g. direction, speed)
contact. The type of surface changes objects (e.g. fish, rockets)
(north/south), and like poles repel
how much friction there is between  Observing and describing the  Describing non-contact forces using
(north/north or south/south).
two objects. movement of by referring to direction force-arrow diagrams
 Magnets attract some metals (e.g.
 Speed is the distance an object and speed Simple machines
iron). Not all metals are attracted to
travels in a given time and can be  Investigating how different surfaces  Conducting practical investigations
magnets.
measured in kilometres per hour (e.g. sandpaper, tabletop, carpet) using simple machines (e.g. levers,
(km/h) or metres per second (m/s).  Gravity is a non-contact force that
affect friction by predicting, testing, inclined planes, pulleys), identifying
pulls objects towards the centre of
 Speed can be described as fast, and explaining movement patterns in how they change force or
the Earth.
slow, changing (increasing or motion, and interpreting these
decreasing), or constant.  Weight is the force of gravity acting patterns to explain their function and
on an object due to its mass. everyday applications
 Leonardo da Vinci (1452–1519)
studied the laws of friction and  Note: at this level, units for mass are  Using models and demonstrations to
motion through mechanical designs expected (e.g. kilogram, tonne) but explain how some mechanisms,
and observations. His notebooks not units for weight (newton, N). including levers, pulleys, and gears,
contain early insights into physics  William Gilbert (1544–1603) studied can change the direction of a force,
and engineering. See Technology magnetism and non-contact forces. reduce the effort needed, and/or
Learning Area for further reference. He coined the term ‘electricity’. increase the effect of a force
 Designing and constructing simple
machines (e.g. levers, pulleys,
ramps)

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 Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 4 During Year 5 During Year 6 During Year 4 During Year 5 During Year 6

 Note: Students at this level are not Simple machines Fluids, resistance, and buoyancy
expected to calculate speed.  Simple machines (e.g. levers,  Testing how air and water resistance
Shorthand for units of speed is not pulleys, ramps) make it easier to affect falling objects by:
required. Focus should be on move objects by reducing the o designing basic fair tests that
describing, comparing, amount of force needed or control for at least one variable
and observing movement and forces increasing the force able to be
using everyday language and o measuring the dependent variable
applied.
observable features (e.g. fast, slow, (e.g. distance travelled, time
Fluids, resistance, and buoyancy taken)
constant, changing).
(See Year 5, Materials) o explaining observed effects
 Fluids are either liquids or gases.  Making and testing predictions about
 Fluids exert a pushing force, called whether objects will float or sink in
resistance, on objects that move water, based on their properties
through them.
 Drag (air resistance) opposes the
movement of objects moving through
gases (e.g. parachute).
 Drag (water resistance) opposes the
movement of objects moving through
water (e.g. a hoe (paddle) on a
waka).
 Buoyancy is an upwards force
exerted by a liquid on an object (e.g.
a ship).
 Buoyant force depends on the
density of the fluid and the object.
o An object floats when the upward
buoyant force from the liquid is
equal to or greater than the
object’s weight. An object will sink
if the buoyant force is less than the
object’s weight.
o Denser fluids exert a greater
buoyant force. Saltwater is denser
than fresh water, which is why
objects float higher and more
easily in salt water.
 Buoyancy does not explain all
movement in water (e.g. flowing
water can move rock and soil
fragments by pushing them, not by
buoyancy).
 Archimedes (c.287–212 BCE)
formulated the principle of buoyancy.
 Note: Measurable quantities should
be interpreted through relative
comparison rather than absolute
measurement.

Earth Systems States of matter in the atmosphere Materials of the Earth States of matter in the atmosphere Materials of the Earth
(See Year 4, Materials, and Matter  Soils are composed of decaying  Using diagrams to illustrate how  Classifying and comparing different
Interactions and Energy) organisms, living organisms water cycles between states as it types of soils (e.g. clay) and rocks
(including fungi, plants, and animals), moves from the surface of the Earth based on observable features (e.g.
 The Sun transfers thermal energy to
rock particles, air, and water. to the atmosphere and back again fossils, crystals) and simple physical
the Earth’s surface, warming the air,
properties
water, and land during the day.

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 Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 4 During Year 5 During Year 6 During Year 4 During Year 5 During Year 6

 Thermal energy from the Sun causes  Rocks are composed of minerals,
water to evaporate from rivers, lakes, which can be characterised by the
oceans, soil, and plants. size, shape, and colour of crystals.
 Water is present in the air as an  Fossils are formed when organisms
invisible gas called water vapour. are buried in sediment and, over
 When water vapour in the air cools, it time, minerals replace the organic
condenses into liquid droplets and material.
forms visible clouds.  James Hutton (1726–1797)
 Changes of state (evaporation, formulated the Theory of the Earth,
condensation, and freezing) proposing that geological processes
influence the weather (e.g. rain, fog, occur over vast timescales.
frost, snow, types of cloud cover).
 Rain, snow, and hail occur when
water in clouds changes state and
falls to Earth.
 Rain, snow, and hail are called
precipitation.
 The movement of water through
different states and between the
Earth’s surface and the atmosphere
is called the water cycle.
 John Dalton (1766–1844) proposed
the hydrological cycle and atomic
theory. His work in meteorology and
chemistry advanced the
understanding of weather and
matter.
 Note: See Social Science Learning
Area — Geography strand.

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 Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 4 During Year 5 During Year 6 During Year 4 During Year 5 During Year 6

Earth and Space Matariki Earth, Moon, and Sun The Solar System Matariki Earth, Moon, and Sun The Solar System
 Matariki is a star cluster that  The Earth, Moon, and Sun are  The Earth is one of eight planets  Identifying annual changes in the  Observing and describing seasonal  Using models and simulations to
becomes visible in the eastern roughly spherical. orbiting the Sun in the Solar System. position of Matariki and when they changes in nature and explaining investigate the relative size, spacing,
morning sky during mid-winter in  Earth is tilted on its axis. As the  The order of the planets from the occur how they connect to patterns in and movement of celestial bodies in
New Zealand. Earth orbits the Sun, this causes Sun is Mercury, Venus, Earth, Mars  Recognising and predicting the variations of sunlight and the Solar System
 The visibility of Matariki in the different parts of the Earth to be (the rocky planets) and Jupiter, positioning of major constellations in temperature (e.g. warm summers,  Observing and interpreting patterns
morning sky is used as an indicator angled towards or away from the Saturn, Uranus, Neptune (the the night sky cool winters) in the apparent movement of the
of seasonal change for many iwi. sun, receiving more or less direct gaseous planets).  Relating the positioning of Matariki to  Interpreting data on sunrise, sunset, Sun, Moon, and stars from different
 Puanga (Rigel) is a star that rises sunlight. This causes seasonal  The Solar System includes the Sun, seasonal and environmental patterns and daylight length to identify locations on Earth
shortly before Matariki and is more change. planets, moons, asteroids, and seasonal patterns and predict  Communicating why changes in
visible in some regions. It also  Seasons are associated with comets. changes across the year (e.g. longer scientific models and improvements
serves as a seasonal indicator for changing temperatures and length of summer days, shorter winter days) in technology are important for
 The Solar System is located within
many iwi. daylight through the year. the Milky Way galaxy.  Using diagrams to show the journey understanding the Solar System
 The Matariki star cluster is known by  The Moon orbits the Earth and light takes from the Sun to the Earth
 Celestial bodies are natural objects
many cultures, including as Makali‘i reflects light emitted from the Sun directly and via reflection from the
in space and include planets, moons,
in Hawai‘i, Matarii in Tahiti, Subaru in (see Year 3, Matter Interactions and Moon
stars, comets, asteroids, nebula, and
Japan, and Pleiades in Greece. Energy). galaxies.  Using models to explain the
 Dr Pauline Harris (1970–) revitalised  The Moon appears to change shape movement of the Moon around the
 The Sun is a star that appears larger
Māori astronomical star lore and (full, crescent, quarter, gibbous) in a Earth and the Earth around the Sun
and brighter than others because it is
contributed to Indigenous science regular waxing and waning pattern closer to Earth.
education and astrophysics. called the lunar cycle.
 The Sun, Moon, and stars follow
 The lunar cycle occurs because the observable and predictable patterns
Moon orbits Earth, changing the that vary by location.
portion of its sunlit surface that is
 Understanding of the Solar System
visible from Earth depending on the
has evolved from a geocentric to a
relative positions of the Moon, Earth,
heliocentric model.
and Sun.
 Accurate and detailed star charts
 The Moon rises and sets at slightly
have been created through direct
different times and places in the sky
human observations and instruments
each day, following a regular 29.5-
such as telescopes.
day cycle.
 Many civilisations developed
 The Maramataka is the traditional
sophisticated astronomical
Māori lunar calendar based on the
knowledge (e.g. Babylonian,
cycles of the moon and stars.
Chinese, Indian, Celtic, Polynesian).
 Galileo Galilei (1564–1642)
supported the heliocentric model with
telescopic observations. He
discovered moons of Jupiter and
phases of Venus. Also demonstrated
that density is a measurable property
of matter and conducted experiments
on falling bodies and motion.

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Biological Science
Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 4 During Year 5 During Year 6 During Year 4 During Year 5 During Year 6

Organism Taxonomy Reproductive strategies Evolution and inheritance Taxonomy Reproductive strategies Evolution and inheritance
Diversity  The scientific classification system (or  Organisms have different strategies to  Offspring inherit characteristics from  Classifying animals as vertebrates or  Investigating how fruits develop from  Using cause-and-effect language to
taxonomy) uses accepted criteria, enable them to successfully reproduce. their parents, but there is variation invertebrates flowers as part of a plant’s reproductive explain how natural selection could lead
including observable features, to divide  Fruits develop from flowers. among offspring (they are not identical to  Classifying plants as flowering or non- process to particular characteristics becoming
organisms into categories and sub- their parents). flowering  Identifying and explaining how different more common in a population over time
 Seeds have specialised parts that aid in
categories.  Organisms that are better adapted to seed structures support dispersal by (e.g. long necks in giraffes, sweet
dispersal (e.g. wings, hooks, fleshy  Identifying and grouping common types
 Categories of organisms include their environment are more likely to wind, water, or animals berries on a kawakawa)
coatings). of fungi based on observable
animals, plants, fungi, and bacteria. survive to reproduce. This is called characteristics  Classifying organisms based on how  Using fossil evidence to infer how
 Animals, plants, and fungi reproduce in
 Animals can be vertebrate or natural selection. they reproduce (e.g. egg-laying, live organisms have changed over time
different ways, including laying eggs,
invertebrate: giving birth to live young, and producing  Natural selection means that over birth, seed production)  Communicating using diagrams (e.g.
o vertebrates include fish, amphibians, seeds or spores. generations, certain inherited  Comparing different reproductive tree of life) how different species are
reptiles, birds, and mammals characteristics become more or less strategies in animals, plants, and fungi related through common ancestors (e.g.
 Some types of organisms produce many
common in a population. kākā, kea, kākāpō)
o invertebrates include molluscs (snails offspring (e.g. wētāpunga, mice), while
and slugs), worms, spiders, and others produce few (e.g. humans, kiwi).  Over a very long period of time, the
insects. process of natural selection can lead to
 Some organisms can reproduce from
the evolution of new species (e.g. kākā,
 Plants include flowering plants (including parts of themselves (e.g. potato offcuts,
kea, and kākāpō evolved from a shared
grasses) and non-flowering plants (ferns stem cuttings).
ancestor into forest, alpine, and
and mosses).  Note: Students at this level are not nocturnal parrot species).
 A species is a group of organisms that expected to understand the r/K model.
 Fossils provide evidence that organisms
are the same kind and can have
have changed over millions of years.
offspring together. These offspring can
also grow up and have their own  All organisms share common ancestors.
offspring. Over long periods of time, those
ancestors have gradually evolved into
 Organisms have a scientific name,
different species.
based on their species (e.g. humans’
scientific name is Homo sapiens).  Scientists try to understand what the
family tree of all organisms (the ‘tree of
 Some organisms can only be observed
life’) looks like by studying fossils and
through a microscope, not with the
the physical features of species.
naked eye. These are called
microorganisms.  Joan Wiffen (1922–2009) discovered the
first dinosaur fossils in New Zealand.
 Fungi are a diverse group of organisms
Her work changed the understanding of
that include mushrooms, moulds, and
prehistoric life in the region.
yeasts, each with unique structures.
 Note: At this stage, students are not
 Bacteria are microorganisms that are
expected to understand how genes and
found everywhere on Earth and can be
chromosomes work.
beneficial (e.g. in the human digestive
system), neutral, or harmful (e.g. germs)
to humans.
 There are many plants and animals that
are now extinct.
 Organisms that have very different
observable features (that look different)
are less likely to be closely related.
 Organisms that have very similar
observable features (that look alike) are
often closely related.
 Carl Linnaeus (1707–1778) developed a
system for classifying organisms by type
and habitat. His binomial nomenclature
system is still used in taxonomy today.

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 Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 4 During Year 5 During Year 6 During Year 4 During Year 5 During Year 6

Body Digestion Reproduction Interconnected systems (digestive, Digestion Reproduction Interconnected systems (digestive,
Systems  Animals’ digestive systems break down (See Year 2, Organism Diversity) respiratory, circulatory)  Identifying parts of the human digestive  Investigating the advantages and respiratory, circulatory)
food and absorb nutrients for fuel and  All living organisms reproduce.  The respiratory system allows animals to system and explaining their functions disadvantages of sexual and asexual  Using diagrams to explain how the
growth. take in oxygen, which they need to live,  Comparing the structure and function of reproduction (e.g. strawberry runners vs respiratory and circulatory systems
 Sexual reproduction involves two
 The human digestive system has parts, and exchange it for carbon dioxide. This different types of human teeth strawberry fruit) interact to transport gases and nutrients
parents (e.g. humans, birds, flowering
and the structure of each part relates to is called breathing.  Sequencing and comparing the stages throughout the body
plants) and produces offspring that  Tracking the pathway of food through
its function, including: exhibit a mix of both parents’  Air is a mixture of gases such as the digestive system using diagrams or of reproduction in animals, flowering  Investigating how the respiratory and
o mouth characteristics. nitrogen, carbon dioxide, oxygen, and physical representations and explaining plants, and fungi to identify similarities circulatory systems respond to the
water vapour. how the structure and function of each and differences body’s needs (e.g. measuring how heart
o teeth (incisors, canines, premolars,  Asexually produced offspring are copies
 The human respiratory system includes part aids digestion and breathing rate changes in response
and molars, which all have different of their parent (potato tubers, yeast
the trachea, lungs, diaphragm, ribs, and to exercise and recording and presenting
functions) budding, strawberry plants through
intercostal muscles. The structure of relevant data)
o tongue runners).
each part supports its role in breathing
o oesophagus  Animals reproduce sexually through:
(e.g. the ribs form a protective cage,
o stomach o sperm and egg formation while the diaphragm and intercostal
o liver o fertilisation. muscles draw air into the chest cavity).

o small intestine  Flowering plants reproduce sexually  Some animals, like fish, respire using
through: gills, which take oxygen out of water.
o large intestine
o pollination  The circulatory system transports
o rectum.
o fertilisation (seed formation) nutrients and gases throughout the body.
 Bacteria can aid digestion by breaking
o seed dispersal  The human circulatory system moves
down and helping absorb food.
blood around the body and includes the
o germination.
heart, blood, and blood vessels. The
 Most fungi reproduce sexually, involving: structure of these parts relates to their
o fertilisation function.
o fruiting bodies (e.g. mushrooms)  The digestive, respiratory, and
circulatory systems work together to
o spore formation
supply oxygen, water, and nutrients to
o dispersal the human body.
o germination.  William Harvey (1578–1657) discovered
the modern pulmonary system and
circulation of blood. His experiments laid
the foundation for cardiovascular
physiology.
 Note: Detailed anatomical knowledge
such as the names of heart chambers,
valves, and specific blood vessels
(arteries, veins, capillaries) and formal
classification of cell types are not
required.

Ecosystems Relationships in an ecosystem Relationships in an ecosystem

 An ecosystem is a community of  Applying ecosystems concepts to known
organisms interacting with each other and unknown examples to identify
and with their habitat (e.g. water, land, interdependence of species within the
air). ecosystem (e.g. food webs, plants need
 Organisms in an ecosystem are pollinators, animals need food and
interdependent and have roles that cycle shelter)
matter through the system, for example:  Categorising organisms in food webs as
o a producer makes sugars through producers, consumers, or decomposers
photosynthesis  Representing relationships in
o a consumer eats plants or other ecosystems using food webs
animals for sugars and other nutrients
o a decomposer breaks down dead
organisms, returning nutrients to the
soil.

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 Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 4 During Year 5 During Year 6 During Year 4 During Year 5 During Year 6

 There is a range of ways to describe

relationships between organisms in an
ecosystem, for example:
o a predator is an organism that hunts
and eats other organisms
o prey are organisms that are hunted
and eaten by predators
o in mutualism, two organisms benefit
from helping each other (e.g. bees
and flowers)
o in parasitism, one organism benefits
while the other is harmed (e.g. fleas
on a dog).
 Soils are composed of decaying
organisms, living organisms (including
fungi, plants, and animals), rock
particles, air, and water.
 Arthur Tansley (1871–1955) introduced
the concept of the ecosystem,
integrating organisms and their
environment into ecological studies.

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 Phase 3 (Years 7–8) Teaching sequence

The following examples illustrate the materials, tools and equipment that can support safe, evidence-based, and increasingly specialised teaching in Years 7 and 8. Appropriate use
of a range of materials, tools, and equipment will ensure students can access all relevant knowledge and practices within the teaching sequence.

Indicative Materials, Tools, and Equipment

Materials
Pure substances and mixtures: salt, sugar, sand, iron filings, copper sulfate, baking soda, vinegar
Soluble and insoluble: powdered drink mix, oil, flour, chalk
Conductive and insulating: copper wire, graphite, plastic, rubber
Magnetic and non-magnetic: steel nails, aluminium foil, plastic lids
Transparent and refractive: glass blocks, water, plastic lenses

Tools
Measuring: thermometers, multimeters, rulers, measuring cylinders, scales, timers
Testing: magnets, conductivity testers, sieves, filters
Recording: science notebooks, graph paper, digital tablets, cameras
Manipulating: spatulas, droppers, stirring rods, tweezers

Equipment
Containers: beakers, test tubes, flasks, trays
Safety: goggles, gloves, aprons
Energy and circuits: batteries, wires, bulbs, switches, buzzers, resistors
Light and sound: torches, mirrors, prisms, lenses, tuning forks, sound meters
Microscopy: basic compound microscopes, prepared slides
Modelling: molecular model kits, particle model diagrams

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Physical Science
Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 7 During Year 8 During Year 7 During Year 8

Materials Material properties Mixtures Material properties Mixtures

 Plasticity is a property that leads to permanent changes in an  Mixtures are physical combinations of substances.  Investigating how materials change shape in response to forces  Identifying and classifying common mixtures as homogeneous
object’s shape (e.g. bending a paper clip).  Mixtures can be homogeneous (e.g. salt dissolved in water) or and relating the difference between temporary and permanent or heterogeneous
 Elasticity is a property that enables temporary changes in an heterogeneous (e.g. sand mixed in water). shape changes using evidence about material properties  Designing and carrying out investigations to separate the
object’s shape (e.g. stretching a rubber band).  Homogeneous mixtures have a uniform appearance and  Designing and conducting tests to compare the plasticity and components of mixtures using physical methods (e.g. filtering,
 Conduction is the transfer of heat or electricity through a properties due to the arrangement of particles. elasticity of materials sieving, evaporation)
material without the material itself moving.  Heterogeneous mixtures have a non-uniform appearance and  Planning and conducting investigations that control variables to  Using the particle model to describe how particles are arranged
 Thermal conductivity is a property that measures the ability to properties. measure and explore the effect of heat on different materials, in homogeneous and heterogeneous mixtures
transfer heat by conduction (see Year 4, Matter Interactions and including the relationship between heat conduction, insulation Solutions and concentration
 Heterogeneous mixtures can be separated based on their
Energy). and temperature, and changes of state
properties (particle size, density) by settling and decanting,  Observing and comparing the relative concentration of solutions
 Insulating materials have poor thermal conductivity. sieving, and filtration. States of matter by analysing properties (e.g. colour intensity), relating it to the
States of matter  Homogeneous mixtures are harder to separate.  Classifying materials into the states of matter using the defining solute quantity at different concentrations
properties of shape, mass, and volume  Distinguishing solutions from suspensions by examining particle
 Most matter exists in one of three states: solids, liquids, and  Some homogeneous mixtures can be separated by evaporation
gases. or distillation.  Explaining changes in shape, mass, and volume during state distribution, settling behaviour and clarity
changes using observable and measurable evidence Solubility
 Changes of state occur when thermal energy is added to or Solutions and concentration
removed from a substance, causing it to change between solid, Particle nature of matter  Exploring through investigation how temperature affects the
 Solutions are homogeneous mixtures.
liquid, and gas forms (during condensation, evaporation,  Using representations of the particle model to explain the solubility of solids and gases in liquids (e.g. sugar dissolving in
 Solutions are formed when a substance (solute) is dissolved in
freezing, melting, deposition, and sublimation) (see Year 4, observable properties of solids, liquids, and gases hot/cold water, gas escaping faster from warm ‘fizzy’ drinks)
another substance (solvent), creating a uniform mixture.
Matter Interactions and Energy).  Modelling and explaining how particle movement and attraction  Using the particle model to explain how temperature influences
 The observable properties of a solution (e.g. boiling point) can
 Mass is conserved when a substance undergoes a change of change during changes of state particle movement and changes in solubility
change depending on the solvent used and the concentration
state. Chemical change
(amount) of solute.
 Antoine Lavoisier (1743–1794) was known for quantitative  Designing and carrying out investigations that distinguish
 Suspensions are not solutions, and the components may
science based on the law of conservation of mass and for his chemical change from physical changes by identifying and
separate over time depending on particle size.
work with oxygen, among other discoveries. utilising observable indicators; evaluating whether changes are
Solubility
Particle nature of matter reversible or irreversible
 Solubility depends on the combination of solute and solvent.
 All matter is made of sub-microscopic particles.  Note: Observations can be qualitative and quantitative at this
 The solubility of most solids and liquids increases with level.
 The particle model explains the properties of the states of
temperature.
matter and changes of state.
 The solubility of gases decreases with temperature.
 In any state of matter, particles don’t change size, and there is
no matter between the particles — only empty space. Chemical change
 Particles are held together by attractive forces.  Chemical change occurs when particles are rearranged to form
new substances.
 Particles move faster when heated, overcoming attractive
forces (see Year 4, Matter Interactions and Energy).  Signs a chemical reaction has taken place include colour
change, temperature change, production of electricity or light,
 The particles that make up a substance do not change in size,
and appearance of new solids or gas bubbles.
shape, or type when the substance changes state (e.g. from
solid to liquid) or expands/contracts due to heating or cooling.  Many chemical changes are irreversible (e.g. burning, metal
corrosion) and some are reversible (e.g. recharging a battery).
 Reversible physical changes like melting, freezing, or
expansion affect how particles are arranged and the distance  Jabir ibn Hayyan (721–815) established systematic
between each particle but do not alter the particles themselves. experimentation and classified substances, laying the
foundation for modern chemistry.
 Democritus (c.460–370 BCE) proposed that all matter is
composed of indivisible atoms, laying the philosophical
foundation for atomic theory.

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 Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 7 During Year 8 During Year 7 During Year 8

Matter Thermal energy Electric charge and static electricity Thermal energy Electric charge and static electricity
Interactions  Thermal energy is transferred by conduction, convection, and  Electric charge is a property of matter that causes electric fields,  Classifying examples of thermal energy transfer and explaining  Modelling series and parallel circuits using standard symbols
and Energy radiation. which can cause attraction or repulsion. Charge can build up on conduction, convection, and radiation in heating and cooling and constructing them using appropriate components
 Materials typically expand when thermal energy increases surfaces or flow through conductive materials. contexts  Making and testing predictions about how changing
(heated) and contract when it decreases (cooled).  Static electricity happens when electric charge builds up on a  Investigating and comparing the density of water in solid and components in a series or parallel circuit affects whether and
 Most materials are denser as a solid than as a liquid (e.g. wax, surface, often due to friction between materials. liquid states, using measurements and observations how the circuit works
iron).  Current is the flow of electric charge through a conductor. It  Using the particle model to explain how changes in particle  Classifying materials as conductors or insulators based on
 Unusually, water expands when it freezes. transfers energy to make devices work. movement and spacing cause materials to expand or contract observations of how well they restrict or allow electrical current
 Current is the rate at which electric charge flows. It is measured when heated or cooled to pass through
 Water is less dense as a solid than as a liquid.
in amperes (A) and indicated with the symbol I.  Measuring and comparing current and voltage in different
 Jean-Baptiste Joseph Fourier (1768–1830) developed the
 Voltage is the difference in electric potential between two points circuits using appropriate tools and units
theory of heat conduction and introduced Fourier series, which
became essential in physics, engineering, and signal in a circuit. It is measured in volts (V).  Relating how the number of branches in a circuit affects
processing.  Resistance restricts the flow of electric current. It is measured in voltage, current, and resistance

 W.J.M. Rankine (1820–1872) investigated the anomalous ohms (Ω).

expansion of water and developed the Rankine cycle, a key  Ohm’s Law: resistance is calculated as the ratio of voltage to
𝑉
thermodynamic model for steam engines. current (Ω= ).
𝐼

 Conductors allow electric charge to flow easily (e.g. metals),

insulators do not (e.g. plastic), and resistors limit the flow.
 Resistors can convert electrical energy into other forms, like
thermal or light.
 Series circuits and parallel circuits are types of electrical circuit:
o series circuits are a single continuous path for electric current
o parallel circuits are continuous paths for electric current with
several branches
o in a series circuit, one break stops the flow; in a parallel
circuit, if there is a break in one path, other paths can still
work
o voltage is equal across all branches of a parallel circuit
o the current of each branch of a parallel circuit will sum to the
total current of the circuit
o the resistance in a series circuit is equal to the sum of the
resistance of each individual resistor
o the resistance in a parallel circuit is less than the resistance
of any individual resistor.
 Electric fields are regions around charged objects where other
charges experience a force, even without contact.
 Electricity can be generated by converting other forms of
energy (e.g. motion in turbines, light in solar panels) into
electrical energy.
 Alessandro Volta (1745–1827) invented the electric battery and
discovered methane, laying the foundation for electrochemistry
and electrical energy storage.
 André-Marie Ampère (1775–1836) formulated Ampère’s law
and pioneered the study of electric currents in circuits,
contributing to electromagnetism.
 Georg Ohm (1789–1854) established Ohm’s law, describing the
relationship between voltage, current, and resistance in
electrical circuits.
 Note: Electromagnetic induction as a concept is introduced at
this level; however, in-depth understanding is not expected at
this level as it is conceptually advanced.

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 Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 7 During Year 8 During Year 7 During Year 8

Deformation and friction Pressure Deformation and friction Pressure

 Forces may be internal or external to an object.  Pressure is the perpendicular force applied to a surface, divided  Designing and carrying out investigations that test how internal  Interpreting how tools are designed to concentrate force over a
 Internal forces include tension and compression. by the area over which the force is applied. and external forces affect the motion or deformation of objects surface area to improve effectiveness (e.g. patu vs ngira, knife
 The amount of pressure depends on both the total applied force (e.g. external — dropping objects, internal — stretching vs rolling pin)
 External forces include applied force and friction.
and the total area it is applied to. materials, deformation — bending differing width wires)  Demonstrating how pressure works on a solid with reference to
 Forces can change the shape, size, or position of objects.
 Pressure is produced when a force pushes on an area of a  Identifying and justifying independent and dependent variables everyday tools (e.g. pin, knife, hammer)
 Friction opposes the relative motion of objects in contact with in an investigation of external forces to ensure fair testing and
solid, liquid, or gas (e.g. applied force or gravity):
Motion and each other, and causes heat. reliable results
o smaller areas create higher pressure with the same total
Forces  Leonhard Euler (1707–1783) made foundational contributions  Analysing the interactions between objects by identifying and
force (e.g. a pin vs a knife)
to mathematics and mechanics, including the analysis of stress interpreting the forces involved
and strain in materials. o larger areas spread the force and reduce pressure (e.g.
squashing vs cutting fruit).
 Charles-Augustin de Coulomb (1736–1806) developed a theory
of friction and formulated Coulomb’s law, describing the  The shape and design of a tool determine its effect when
electrostatic force between charged particles. pressure is applied.

 Note: Mathematical analysis of tension and compression is not  Note: In Year 8, the focus is on solid pressure. Fluid and gas
appropriate for this level. pressure are introduced later and do not need to be covered
here.

Earth Rocks and minerals Rocks and minerals

Systems  Minerals are natural materials with repeating patterns that give  Recognising and describing the makeup of Earth materials to
them unique shapes and properties (e.g. shiny crystals, hard explain how minerals, crystals, and fossils appear in rocks (e.g.
surfaces). granite with crystals, limestone with fossils)
 Rocks are made of minerals and crystals and sometimes  Evaluating the observable properties of Earth materials to justify
contain fossils. their selection for specific uses (e.g. coal for fuel, aluminium for
 Earth deposits (e.g. minerals, coal, petroleum) are natural lightweight structures)
materials with observable properties.
 Different earth deposits are used based on their properties (e.g.
iron is strong and dense, aluminium is strong and less dense).
 Earth materials have important uses for humans (e.g. salts,
mica).
 Charles Cotton (1885–1970) advanced the study of New
Zealand’s landforms and authored key texts in geomorphology
that shaped geological education.

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 Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 7 During Year 8 During Year 7 During Year 8

Earth and The Universe The Universe

Space  The universe contains trillions of galaxies. Most galaxies hold  Classifying stars, planets, dwarf planets, moons, asteroids, and
billions of stars, many of which have planetary systems. comets using their orbital characteristics, relative size and
Galaxies also contain gas, dust, and dark matter. shape, and compositions
 Stars, including the Sun, are large luminous bodies that emit  Describing and modelling relationships (e.g. Earth–Moon, Sun–
vast amounts of radiation through a process called nuclear planets), structures (e.g. relative scale), and behaviours (e.g.
fusion. (Note: Students are not expected to understand the orbits) within celestial systems
process of nuclear fusion.)
 Gravity is a force of attraction between objects that have mass,
so the greater the mass of a celestial body, the greater its
gravitational pull.
 Planets are celestial bodies that orbit stars and are large
enough for their own gravity to pull them into roughly spherical
shapes.
 A planet’s orbital path is usually clear of other debris because
its gravity pulls in, slings away, or captures nearby objects.
 Dwarf planets are celestial bodies that orbit stars and are large
enough for their own gravity to pull them into roughly spherical
shapes but are not large enough to clear their orbits.
 Planets can be rocky or mostly gaseous.
 Moons are rocky or icy natural satellites that orbit planets.
 Asteroids are smaller rocky bodies that orbit stars or drift
through space, often found in belts or scattered across the
Solar System.
 Comets are icy bodies that may orbit stars or travel through
interstellar space.
 Johannes Kepler (1571–1630) formulated the laws of planetary
motion, describing elliptical orbits and supporting the
heliocentric model.

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Biological Science
Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 7 During Year 8 During Year 7 During Year 8

Organism Cells and organisation Genetic material and inheritance Cells and organisation Genetic material and inheritance
Diversity (See Year 7, Body Systems)  Sexual reproduction involves the fusion of gametes, each  Investigating and recording the structure of cells, identifying the  Recognising and interpreting patterns in inherited traits across
 The invention of the microscope allowed scientists to observe carrying half the genetic information from a parent. This process main cellular components visible (cell wall, cell membrane, individuals or populations (e.g. monohybrid cross demonstrating
cells, leading to major advances in biology. is called fertilisation (see Year 5, Body Systems). cytoplasm, nucleus, vacuoles, chloroplast), and communicating sex determination)
 Gametes are reproductive cells (e.g. sperm, egg, pollen) that the findings using labelled diagrams or digital images  Explaining the connection between the roles of cells,
 Cells are the fundamental unit of living organisms and contain
parts (structures) called organelles. carry one set of chromosomes.  Interpreting cell structures to infer whether an organism is an chromosomes, and DNA in inheritance and development
 Chromosomes are structures that carry DNA, the genetic animal or a plant using evidence Adaptation and evolution
 Organelles are structures inside cells that have specialised
functions: material that contains instructions for how cells function.  Comparing the size and scale of cells of different organisms  Comparing how specific traits influence survival or reproduction
 Offspring inherit a unique combination of genetic material, (plant, animal, protists) using microscopes or digital images in different environments (e.g. webbed feet in aquatic habitats
o the cell membrane is a thin layer around the cell that controls
what enters and leaves resulting in both similarities and differences among individuals. vs dry land)

o the cytoplasm is a jelly-like substance inside the cell where  In humans, biological sex is determined by the combination of  Evaluating evidence from case examples to infer how
most cell activities happen sex chromosomes inherited at fertilisation (XX usually results in adaptation contributes to evolutionary change (e.g. beak shape
a female, XY usually results in a male), although variations in changes in finch populations over generations, light and dark
o the nucleus is a structure that contains genetic material
chromosomal patterns can result in diverse sex characteristics. colour variations in peppered moths)
(DNA), which provides instructions for how a cell is shaped
and how it works  Gregor Mendel (1822–1884) founded the science of genetics
through his experiments on inheritance in pea plants,
o mitochondria break down glucose (sugar) via cellular
establishing the laws of heredity.
respiration
Adaptation and evolution
o the vacuole is a fluid-filled space that stores water and
nutrients; it is large in plant cells and smaller in animal cells  Individuals of the same species have differences in their genetic
material. This is due to mutations’ changing DNA and sexual
o the cell wall is a rigid outer layer found in plant cells that gives
reproduction’s creating new combinations of DNA.
strength and shape
 These differences mean that some orgabnisms within the same
o the chloroplasts are green structures in plant cells that use
species are better adapted to their environment than others.
sunlight to make sugar (glucose) through photosynthesis.
 When there is selection pressure, better-adapted organisms are
 Plant cells have a cell wall, chloroplasts, and a large vacuole.
more likely to survive and reproduce and therefore to pass their
 Animal cells do not have a cell wall or chloroplasts. genetic material on to offspring.
 Cells can be specialised for different jobs, such as movement,  Selection pressure is a feature of the habitat or environment that
storage, or sending signals. means not all individuals will survive or reproduce, such as
 Organisms can be single-celled (unicellular) or be made of more predation or competition for space.
than one cell (multicellular).  Evolution is the change in the genetic make-up of a population
 Unicellular organisms have structural adaptations that are over many generations.
unique to their environment and way of life (e.g. euglena has a  Adaptation can lead to evolution when inherited variations that
tail to swim and can make its own sugars for fuel through improve survival or reproduction become more common over
photosynthesis). generations (e.g. elaborate peacock tails; insulating fur on Arctic
 Organisms which are too small to be seen without a microscope foxes; different juvenile and adult forms in horoeka, pōkākā, and
are called microorganisms. They are typically unicellular (e.g. putaputawētā plants, likely an adaptation that reduced grazing
bacteria, yeast (fungi), protists). by moa).
 Multicellular organisms are organised hierarchically: from cells  Charles Darwin (1809–1882) discovered that orchids have
to tissues to organs to systems to organisms. highly specialised floral structures that promote cross-pollination
 Robert Hooke (1635–1703) invented the microscope and was by insects. He showed that these adaptations evolved through
the first to describe cell structures, laying the foundation for cell natural selection, and predicted specific insect pollinators based
theory. on flower morphology, among many other discoveries.
 Alfred Wallace (1823–1913) co-developed the theory of natural
selection and pioneered the field of biogeography through his
studies in Southeast Asia.

Body Diffusion Reproductive structures and processes Diffusion, cellular respiration, and photosynthesis Reproductive structures and processes
Systems  Diffusion is when particles spread from where there are more  Many plants and animals reproduce sexually using specialised  Interpreting the relationship between diffusion, photosynthesis,  Dissecting or observing flowers to identify reproductive
particles to where there are fewer. cells and organs that enable fertilisation and development. and cellular respiration, explaining how glucose and oxygen structures (e.g. anther, stigma, ovary) and describing their roles
 Oxygen and carbon dioxide particles move into and out of cells  Flowers contain reproductive structures such as anthers, produced by plants in the chloroplasts are used by cells to in pollination and fertilisation
by diffusion. stigmas, styles, ovaries, and pollen. release chemical energy in the mitochondria, and modelling  Observing reproductive cells or tissues at a microscopic level
these processes using diagrams or flow charts (see Year 7, (e.g. pollen grains, ovules, sperm cells)
Organism Diversity)

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 Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 7 During Year 8 During Year 7 During Year 8

 Adolf Fick (1829–1901) formulated Fick’s laws of diffusion,  Flowering plants reproduce through pollination (e.g. by wind or  Designing and carrying out investigations into the requirements  Investigating seed dispersal mechanisms by testing and
describing how substances move through different media and insects), fertilisation, seed and fruit formation, seed dispersal, for photosynthesis in plants and communicating findings, measuring dispersal distance or direction using real or simulated
influencing physiology and physics. and germination. including firsthand experimentation where possible (e.g. starch plant materials
Cellular respiration  Human reproduction includes fertilisation and development tests, light vs dark growth experiments)  Comparing reproductive structures in humans and flowering
 Respiration is a process in cells where sugar (glucose) is broken through stages called zygote, embryo, and foetus, leading to plants using labelled models or diagrams
down using oxygen, to release chemical energy. birth. Digestive system
 Puberty is a life stage when organisms develop reproductive
 Carbon dioxide and water are produced as ‘waste’ during  Comparing mechanical and chemical digestion, identifying the
ability.
respiration. roles of key organs and representing these processes visually
 The menstrual cycle in females involves ovulation and
 Chemical energy released during respiration is used by cells for  Designing and carrying out investigations into the role of
menstruation and is regulated by hormones.
movement, growth, and repair. enzymes in digestion, using models or experiments to interpret
 In some species, reproductive tissue is shed cyclically if how they break down food (e.g. amylase and starch)
 Joseph Priestley (1733–1804) discovered oxygen and fertilisation does not occur (e.g. menstruation in humans).
demonstrated that plants renew air quality, contributing to early  Describing structural adaptations that support efficient digestion
 Sperm production in males is regulated by hormones.
understanding of photosynthesis and atmospheric chemistry. (e.g. teeth, villi, peristalsis)
 A hormone is a chemical substance (e.g. oestrogen,
 Note: Respiration at this level refers to aerobic respiration only. Gas exchange
progesterone, testosterone), carried by the blood, which alters
Students do not need to learn about anaerobic respiration at this  Explaining the movement of gases in the respiratory system,
the activity of one or more specific target organs.
stage. using a pressure model and including simple measurements of
 Karl Ernst von Baer (1792–1876) discovered the mammalian
Photosynthesis ovum and laid the foundation for modern embryology. lung volume
 Photosynthesis is a process that plants, algae, and some  George Washington Corner (1889–1981) studied hormonal  Modelling and explaining the structure and function of the
bacteria use to make their own fuel in the form of sugar regulation and reproductive anatomy, contributing to the human respiratory system and communicating how each part
(glucose) using light, water, and carbon dioxide. understanding of human development and fertility. supports gas exchange
 The sugars made during photosynthesis can be stored as starch Digestive system
(for fuel) or used to build materials like cellulose (which gives
 The human digestive system includes the mouth, teeth, tongue,
plants strength and structure).
salivary glands, oesophagus, stomach, liver, pancreas, small
 Leaves are adapted for photosynthesis by being thin and intestine, large intestine, rectum, and anus, which work together
containing light-capturing organelles called chloroplasts. to digest food.
 Photosynthesis changes the relative abundance of the gases  Digestion involves mechanical and chemical processes:
oxygen and carbon dioxide in the atmosphere, creating o mechanical digestion includes chewing and churning
conditions that support other life on Earth.
o chemical digestion uses chemicals, such as stomach acid,
 Jan Ingenhousz (1730–1799) discovered that green plants bile from the liver, and enzymes from saliva, the stomach, and
produce oxygen during photosynthesis in sunlight, confirming the pancreas, to break down food.
the role of light in plant respiration.
 Digestive organs and tissues have adaptations for their
functions, such as teeth for chewing, villi for absorption, and
peristalsis for moving food.
 Beneficial bacteria in the gut support digestion and health.
 A healthy diet includes carbohydrates, fats, proteins, vitamins,
minerals, fibre, and water.
 Digested nutrients are used as building blocks for growth and
other life processes.
 William Beaumont (1785–1853) studied chemical digestion in
the stomach through experiments on a patient with a gastric
fistula.
Gas exchange
 Breathing, gas exchange, and cellular respiration are connected
processes that involve the movement and use of oxygen and
carbon dioxide.
 The human respiratory system includes the nose, mouth,
trachea, lungs (bronchi, bronchioles, alveoli), diaphragm, and
capillaries, each adapted for efficient gas exchange.
 Breathing involves changes in air pressure and volume,
controlled by the diaphragm, ribs, and intercostal muscles (see
Year 6, Motion and Forces).
 Plant leaves are adapted for gas exchange through features
such as stomata, guard cells, and a thin, flat shape.

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 Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 7 During Year 8 During Year 7 During Year 8

Ecosystems Ecosystem interactions Ecosystem interactions

 Ecosystems are composed of biotic and abiotic factors, which  Explaining how humans benefit from other organisms and
interact with each other and are important to the survival of natural resources and evaluating the importance of biodiversity
organisms. in daily life (e.g. using plants for food, water from rivers, wood
 Abiotic (physical) factors include air, water, temperature, light, for building)
and minerals.  Evaluating ways humans can positively impact ecosystems and
 Biotic factors include living or once-living organisms in the communicating actions that support kaitiakitanga (e.g. planting
ecosystem. trees, composting, recycling, growing food, planting native
species)
 Organisms need fuel (sugars) and nutrients to carry out life
processes.  Planning and conducting investigations into abiotic factors (e.g.
temperature, light) using tools (e.g. probes) and representing
 The Sun is the primary source of energy on Earth (light and
findings using graphs or tables with correct labels and units
heat).
 Energy transfers and nutrients flow through food chains and
food webs, through producers, consumers, and decomposers,
and including processes such as photosynthesis and
respiration.
 Human activity and technology impact the environment.
 Humans benefit from managing other species to produce
material (food, clothing, building materials, medicines, dyes,
fuels).
 Humans are part of ecosystems and can change them through
their actions (e.g. clearing land, growing crops, changing
waterways, planting trees, restoring habitats).
 Humans can support the health of the environment (e.g.
composting, reusing, producing less waste, planting native
plants).
 Ernst Haeckel (1834–1919) defined the term ‘ecology’ and
studied the relationships between organisms and their
environments, influencing evolutionary biology.
 Rachel Carson (1907–1964) pioneered environmental science
through her work in marine biology and her book Silent Spring,
which raised awareness of ecological harm.

Science Years 0-10 | Page 28

 Phase 4 (Years 9–10) Teaching sequence

The following examples illustrate the materials, tools and equipment that can support safe, evidence-based, and increasingly specialised teaching in Years 9 and 10. Appropriate
use of a range of materials, tools, and equipment will ensure students can access all relevant knowledge and practices within the teaching sequence.

Indicative Materials, Tools, and Equipment

Materials
Elements and compounds: copper wire, iron nails, zinc strips, sulfur powder, hydrochloric acid, sodium hydroxide, calcium carbonate
Indicators and reagents: universal indicator, pH paper, Benedict’s solution, iodine, hydrogen peroxide
Fuels and gases: ethanol, hydrogen, oxygen (via chemical generation)
Biological: preserved specimens, plant samples, yeast, pond water

Tools
Measuring: thermometers, multimeters, stopwatches, rulers, measuring cylinders, balances
Testing: conductivity meters, pH meters
Recording: science notebooks, graph paper, digital tablets, cameras
Manipulating: spatulas, droppers, stirring rods, syringes

Equipment
Containers: beakers, test tubes, flasks, Petri dishes, crucibles
Safety: goggles, gloves, aprons, fume hoods (if available)
Energy and circuits: batteries, wires, bulbs, switches, diodes, resistors, motors, solar cells
Optics and waves: lenses, prisms, sound meters
Microscopy: compound microscopes, prepared and wet-mount slides
Modelling: molecular kits, circuit boards, anatomical models

Science Years 0-10 | Page 29

Physical Science
Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 9 During Year 10 During Year 9 During Year 10

Matter Elements, molecules, and compounds Atomic theory Elements, molecules, and compounds Atomic theory
 All matter is composed of atoms.  The Bohr model describes an atom as having a nucleus made  Providing examples of pure substances in everyday life  Representing elements 1–20 using a diagram of the Bohr
 The particles that make up substances are composed of atoms. of subatomic components (protons and neutrons), surrounded  Distinguishing between pure substances and compounds from model, labelling subatomic particles
by shells of electrons. a chemical formula  Identifying the total charge on atoms given a number of protons,
 The different types of atoms are known as elements.
 The Bohr model’s development from Rutherford’s discovery of  Interpreting provided chemical formulas to identify the number neutrons, and electrons
 Each element has an atomic symbol (e.g. H, O, Ag).
the nucleus demonstrates that improved scientific of atoms of a given element in a compound  Identifying the charge of ions produced by elements in the first
 Compounds are substances made of more than one element understanding builds on earlier evidence and ideas.
Periodic table three periods with full valence shells
(e.g. water, carbon dioxide).
 Protons, neutrons, and electrons have different charges and  Balancing the chemical formula of salts formed from ions
 Chemical symbols and formulas represent the types and  Using the periodic table to locate and classify metallic and non-
relative masses: between elements in the first three periods
numbers of atoms in substances. Common substances and metallic elements
o protons and neutrons have approximately the same mass  Naming simple salts formed between a single metal and non-
their chemical formulas: O2, H2, H2O, CO2, CO, HCl, NaCl,  Predicting the reactivity of group 1–2 metals and group 17–18
Fe2O3. o the element number of an element is equal to the number of non-metals using the periodic table metal in the first three periods
protons, and elements on the periodic table are sorted by this  Determining molecular formulas for simple molecules formed
 Molecules are particles made of two or more atoms bonded  Finding the atomic symbol of an element using the periodic
number with elements in the first three periods, based on their valence
together (e.g. water, oxygen, nitrogen, carbon dioxide) and may table
be compounds. o the mass number of an element is equal to the sum of (e.g. H2O, CO2, NH3, HCl, CH4)
neutrons and protons
 Substances may be pure or mixtures:
o electrons have relatively no mass
o a substance is pure if it includes only one type of atom,
molecule, or compound o protons have a single positive charge, and electrons have a
single negative charge
o a substance is a mixture if it includes more than one type of
atom, molecule, or compound. o neutrons do not have a charge.

 Jöns Jakob Berzelius (1779–1848) introduced chemical  The number of protons in an atom determines which element it
symbols and determined atomic weights, helping standardise is.
chemical notation and atomic theory.  The electronic structure of an atom determines how it bonds
Periodic table and reacts with other atoms:

 Elements are arranged in the periodic table based on their o atoms in the first three periods of the periodic table have
physical and chemical properties. electron configurations that follow the pattern 2,8,8

 The periodic table is organised into vertical columns called o the valence shell is the outermost electron shell of an atom;
groups and horizontal rows called periods. electrons in this shell are called valence electrons and are
involved in chemical bonding
 Elements can be classified as either metals or non-metals:
o compounds form when atoms transfer or share electrons to
o metals have the physical properties of higher melting points,
obtain a full valence shell (the octet rule for elements in
lustre, and higher electrical and thermal conductivity
periods 1–3 means the valence shell is full when it has 8 total
o non-metals have the physical properties of lower boiling valence electrons, except for hydrogen and helium, which
points (most are gases at room temperature) and lower can have 2 total valence electrons)
electrical and thermal conductivity.
o ions form when metals transfer electrons to non-metals,
 Elements in the same group have similar chemical properties resulting in positively charged metal cations and negatively
(reactivity, metallic characteristics). charged non-metal anions
 The periodic table can be used to predict how elements will o oppositely charged ions form ionic bonds through
react (group 1, 2, 17, 18): electrostatic attraction and often result in the formation of
o group 1 and 2 are metals, and groups 17 and 18 are non- crystals
metals (group 17 is halogens, group 18 is noble gases) o ionic substances are commonly referred to as salts
o reactivity increases down groups 1 and 2 o some ions are polyatomic, including carbonate (CO32-) and
o reactivity decreases down group 17 nitrate (NO3-)
o group 18 is non-reactive. o the chemical formula for an ionic substance is balanced to
 Dmitri Mendeleev (1834–1907) created the periodic table of cancel out the total charge
elements and predicted properties of undiscovered elements, o molecules form when non-metals share electrons to create
revolutionising chemistry. bonding electron pairs.
 J.J. Thomson (1856–1940) discovered the electron, revealing
the existence of subatomic particles.
 Ernest Rutherford (1871–1937) proposed the nuclear model of
the atom, identifying a dense central nucleus through gold foil
experiments.

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Chemical Chemical reactions Reactions with acids and bases Chemical reactions Reactions with acids and bases
Reactions  Chemical reactions create new substances by rearranging  The pH scale can be used to measure acidity, and this can be  Observing common chemical reactions and providing evidence  Representing the reaction of acids with bases, metals, and
particles and may be observed as bubbles (gases), precipitates identified by the use of chemical indicators. that a chemical reaction has taken place metal carbonates using word and balanced chemical equations
(solids), heat change (hotter or colder), or colour changes.  Many acids and bases are corrosive materials.  Using word equations to describe basic chemical reactions when chemical formulas are provided
 Reactants are the substances present at the start of a chemical  Bases that are soluble in water are known as alkalis.  Making scientific observations and predictions involving acid
reaction, and products are the new substances formed during reactions
 Acids react with bases to produce water and salts in
the reaction.  Classifying solutions using the pH scale
neutralisation reactions.
 Chemical reactions involve energy changes, which can be  Manipulating the pH of a solution by adding an acid or a base
 Acids react with metals to produce hydrogen gas and salts.
observed as thermal energy transfers to (exothermic) or from
 Acids react with metal carbonates to produce carbon dioxide,  Planning and conducting identification tests for hydrogen and
(endothermic) the surroundings.
water, and salts. carbon dioxide gases
 Chemical reactions, including combustion and acid-base
 There are tests to determine which gases have been produced Combustion
reactions, play key roles in both living systems (e.g. digestion)
and non-living systems (e.g. engines). in a reaction (hydrogen, carbon dioxide).  Representing combustion of hydrogen and hydrocarbon fuels
 Common acids and bases: hydrochloric acid (HCl), sulfuric acid with oxygen in word and balanced chemical equations when
 Chemical reactions can be represented using word equations
(H2SO4), nitric acid (HNO3), sodium hydroxide (NaOH), chemical formulas are provided
(e.g. sodium hydroxide + hydrochloric acid → sodium chloride +
water). potassium hydroxide (KOH), ammonia (NH3).  Making scientific observations and predictions involving
 Chemical reactions can be represented using balanced combustion reactions
 Jean Beguin (1550–1620) published the first recorded chemical
equation, helping formalise chemical reactions. chemical equations. Displacement
 Søren Peter Lauritz Sørensen (1868–1939) introduced the pH  Representing single and double displacement reactions in word
scale, quantifying hydrogen ion concentration in solutions. and balanced chemical equations when chemical formulas are
Combustion provided

 Combustion is a chemical reaction between a fuel and an  Making scientific observations and predictions involving
oxidising agent. displacement reactions

 Oxygen is a common oxidising agent on earth.  Drawing conclusions about the relative reactivity of metals
using the results of a series of single displacement reactions
 Combustion is a process in which energy is transferred,
primarily as heat and light.  Determining the formula of precipitates from the formulas of the
reactants and a solubility table
 Combustion of hydrocarbons with oxygen produces water and
carbon dioxide. Rate of reaction

 Combustion of hydrogen with oxygen produces water.  Making predictions and observations about the rate of a
chemical reaction when adding a catalyst is added or when the
 Common hydrocarbons: methane (CH4), octane (C8H10),
concentration of a reactant, surface area, or temperature is
ethanol (C2H6O).
changed
 John Warnatz (1944–2007) studied high-temperature
hydrocarbon reaction mechanisms, advancing combustion
kinetics.
Displacement
 A more reactive metal can replace a less reactive metal in a salt
solution (e.g. iron placed in a copper sulphate solution will take
the place of the copper). This is called single displacement.
 When salt solutions are mixed, insoluble combinations of ions
may form a precipitate, identified as a solid that may settle to
the bottom. This is called a double displacement or precipitation
reaction.
 The solubility of ion combinations can be determined using a
solubility table, and this can be used to predict precipitation
reactions.
 Common precipitates: silver chloride (AgCl), barium sulfate
(BaSO4), calcium carbonate (CaCO3).
 John Daniell (1790–1845) invented an early battery in 1836 that
relied on a single displacement reaction between zinc and
copper sulfate, providing a clear and practical example of the
principle.
Rate of reaction
 The rate of a chemical reaction can be increased with
temperature, concentration, surface area, and catalysis.

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Matter Energy Energy

Interactions  Energy is a quantifiable property of a system that is conserved  Applying the law of conservation of energy to account for
and Energy and can be calculated based on other measurable quantities, transformations between energy forms within simple everyday
but it cannot be directly observed or measured. closed systems (e.g. combustion engines, light bulbs, speakers,
 Work is done when a force causes an object to move in the turbines), including:
direction of the force, resulting in a transfer of energy. o identifying energy transfers and transformations and
 Energy in a system may be associated with different properties, representing them using simple energy flow diagrams
commonly described as kinetic or potential energy: o identifying and calculating missing values in energy flow
o kinetic energy is associated with motion, including the energy diagrams, restricted to joule measurements of energy
of moving objects and the random motion of particles in o calculating the energy efficiency of simple everyday systems
thermal energy when given the starting and final energy amounts in joules or
o potential energy is associated with the position or the % efficiency of individual steps
configuration of a system, including gravitational, elastic, and  Investigating emerging energy production types and assessing
chemical energy. their relevance to New Zealand
 The law of conservation of energy states that energy cannot be Waves
created nor destroyed, but can be transferred between systems  Observing and qualitatively comparing transverse and
or transformed based on changes in motion, position, or longitudinal mechanical waves
configuration. In a closed system, the total energy remains
 Classifying everyday waves, including water waves, light and
constant.
sound as mechanical/electromagnetic, transverse/longitudinal
 Energy is measured in the standard unit Joule (J).
 Measuring the frequency (Hz) and amplitude (dB) of pure tones
 Energy diagrams are used to model the transfer and and comparing their pitch and loudness with reference to these
transformation of energy and to represent energy efficiency in a measurements
system:
 Investigating the behaviour of light interacting with a range of
o energy transfers and transformations are not 100% efficient. surfaces and objects and making observations of reflection,
Some energy is always dispersed to the surroundings in scattering, absorption, transmittance, and refraction
forms that are not useable for the intended purpose. This
dispersal can be observed as heat, light, sound, or
movement.
o energy efficiency is the percentage of input energy that is
usefully transferred or transformed for the intended purpose.
o the overall energy efficiency of a series of transfers or
transformations can be calculated by multiplying the
individual efficiencies (expressed as decimals).
 Changes in the natural and human world involve the transfer
and transformation of energy:
o when food is digested, energy stored in chemical bonds is
released and used to support the functions of organisms (see
Year 8, Body Systems)
o photosynthesis involves a transformation of energy from
sunlight into chemical energy stored in sugars (see Year 7,
Body Systems).
 Combustion of fuels involves chemical reactions that release
energy stored in molecular bonds. This energy increases the
thermal energy of the system and can result in light emission:
o in combustion engines (e.g. cars), the increase in thermal
energy causes gases to expand rapidly, generating pressure
that drives mechanical components (e.g. pistons), resulting in
motion.
o in rockets, combustion increases the temperature and
pressure of gases, which are expelled at high velocity
through a nozzle. the resulting thrust is produced by the
reaction force, in accordance with Newton’s third law.
 Julius Robert von Mayer (1814–1878) established the
mechanical equivalent of heat, linking energy conservation to
thermodynamics.

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 James Prescott Joule (1818–1889) quantified the relationship

between heat and mechanical work, contributing to the first law
of thermodynamics.
 William Thomson (Lord Kelvin) (1824–1907) defined absolute
temperature and helped formulate thermodynamic laws.
 William Pickering (1910–2004) was a New Zealand born rocket
scientist who directed NASA’s Jet Propulsion Laboratory and
contributed to the development of space exploration and
satellite technology.
Waves
 Waves are an oscillating disturbance in matter or a field (region
of space) that transfers energy but not matter.
 Mechanical waves transfer energy through matter and include
sound and water waves.
 Electromagnetic waves transfer energy through fields and
include visible light; they can travel through a vacuum with a
constant speed, the ‘speed of light’ (c).
 Waves can be transverse or longitudinal:
o transverse waves oscillate perpendicularly to the direction of
travel
o longitudinal waves oscillate in the direction of the travel.
 Sound travels as a longitudinal mechanical wave:
o sound waves transfer kinetic (vibrational) energy
o sound is produced by and produces vibrations of matter
o sound is sensed when waves of sound cause sensors or ear
drums to vibrate
o the range of sounds heard by animals varies
o sound travels more quickly through denser materials (e.g.
faster through water than air)
o soundwaves are measured in hertz (Hz, frequency, pitch) and
decibels (dB, amplitude, volume).
 Light travels as a transverse electromagnetic wave:
o when light interacts with matter, energy can be transferred
(e.g. absorbed as heat)
o when light interacts with a surface it may be absorbed (and
thus transferred or transformed), transmitted, or reflected
o when light is transmitted through the boundary of two
different media (e.g. water, glass, air), it can be refracted,
bending the path of light
o reflection can be specular, where light rays maintain parallel
paths of travel, or diffuse, where light rays travel in different
directions, also known as scattering
o electromagnetic waves, including light waves, are
characterised by their wavelength (λ), which ranges from
kilometres (radio) to picometers (gamma), and their
frequency (Hz)
o there is an inverse relationship between wavelength and
frequency
o the spectrum of light visible to most humans has wavelengths
of approximately 400–700 nanometres (nm)

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o the frequency of light waves determines their colour as

perceived by humans (e.g. red has lower frequency and
longer wavelength than violet, which has higher frequency
and shorter wavelength)
o white light contains all visible wavelengths of light
o when white light is refracted through a prism, it disperses
(splits) into its constituent wavelengths
o black is not a colour of light, but how we perceive an absence
of light
o objects absorb some wavelengths of light and reflect others
— the reflected wavelengths are perceived as the colour of
the object
o transparent materials let light through. Coloured transparent
materials transmit wavelengths that correspond to their
perceived colour; other wavelengths are absorbed.
 Christiaan Huygens (1629–1695) proposed the wave theory of
light, explaining reflection and refraction phenomena.
 James Clerk Maxwell (1831–1879) formulated electromagnetic
wave theory, unifying electricity, magnetism, and light.
 Heinrich Hertz (1857–1894) provided experimental proof of
electromagnetic waves, validating electromagnetic theory.

Motion and The effect of forces The effect of forces

Forces  The action of forces on the movement of objects can be  Measuring and comparing forces in practical contexts
described using Newton’s Laws of Motion.  Representing common forces (e.g. gravity, friction) using free
 Newton’s First Law of Motion: body diagrams and identifying unbalanced forces acting on rigid
o net force is the overall force acting on an object, after all the bodies (e.g. the forces acting on a rocket)
individual forces (including their directions) are combined  Calculating force, mass, or acceleration using the relationship
o when the net force on an object is zero (forces are balanced), (F = ma) and calculating net force using free body diagrams
the object stays at rest or continues to move at constant  Predicting, observing, and measuring how resistance forces
velocity in a straight line affect motion of objects (e.g. rockets, fish, swimmers, cars) in
o when the net force on an object is non-zero, the object’s different environments (e.g. air, water, surfaces)
motion changes. This can be a change in velocity or  Measuring and comparing an object’s average velocity and
direction. instantaneous velocity using motion graphs or data tables
o objects resist changes in motion. This property is called  Identifying the independent, dependent, and control variables in
inertia and depends on the object’s mass. a motion experiment, describing how these can be managed to
 Newton’s Second Law of Motion: ensure reliable results
o more force causes more acceleration on the same mass, but Fluids and pressure
more massive objects accelerate less when the same force is  Linking water depth and altitude to pressure changes (e.g. a
applied diver experiences greater pressure the deeper they go
o the relationship between force, mass, and acceleration is underwater, it becomes harder to breathe at higher altitudes)
given by F = ma  Using models or demonstrations to interpret how pressure in
o force is measured in newtons (N). fluids changes with depth, including in natural systems (air
pressure and altitude, sea pressure and depth)
 Newton’s Third Law of Motion:
o forces are always paired as action and reaction force pairs
o every interaction between objects involves equal and
opposite forces acting on each object.
 Friction opposes relative motion across surfaces and through
fluids (e.g. air resistance and water resistance are types of
friction) (see Year 5 and Year 7, Motion and Forces).
 Equal forces acting on the same rigid body (an object whose
shape cannot change) in opposite directions will cancel out.

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 Forces acting on a rigid body can be summarised in a free body

diagram to determine net force.
 Velocity is the rate at which an object moves.
 Acceleration is the rate at which an object’s velocity changes.
 Motion can be represented using graphs that show changes in
velocity or distance over time (see Year 8, Motion and Forces).
 Isaac Newton (1643–1727) developed the laws of motion and
universal gravitation, forming the foundation of classical
mechanics and celestial dynamics.
 Note: At this level, it is not necessary to break down a Newton
into its base units (kg⋅m/s²).
Fluids and pressure
(See Year 5 and Year 8, Motion and Forces)
 Atmospheric pressure decreases with altitude because the
weight of air above reduces as height increases.
 Pressure in liquids increases with depth due to the increasing
weight of liquid above.
 Upthrust determines whether objects float or sink.
 Blaise Pascal (1623–1662) formulated Pascal’s principle of
pressure and contributed to fluid mechanics and probability
theory.

Earth Spheres of the Earth Carbon cycle Spheres of the Earth Carbon cycle
Systems  The atmosphere is a layer of gas surrounding the Earth.  Carbon cycles throughout the environment.  Using models to explain how Earth’s spheres interact through  Interpreting data sets, diagrams, and maps to illustrate how
 The atmosphere is a mixture of gases (e.g. nitrogen, oxygen,  Carbon in the biosphere is found in all organisms. matter cycles and energy transfer carbon is transferred and transformed across the atmosphere,
argon, carbon dioxide, water vapour).  Comparing how energy is transferred and matter cycles in polar biosphere, hydrosphere, and lithosphere and to evaluate the
 Carbon in the hydrosphere is found as dissolved carbon
and tropical regions (e.g. differences in the atmosphere, impact of human actions on these natural flows
 The lithosphere is the rocky surface and interior of the Earth. dioxide.
biosphere, and hydrosphere)  Researching how changes in natural processes and human
 The biosphere is all living organisms and recently living  Carbon in the lithosphere is found in carbonate minerals and
activities affect the movement and storage of carbon across
organisms on Earth. fossil fuels.
Earth’s spheres
 The hydrosphere is all water on the surface of earth.  Carbon enters the atmosphere from natural processes including
 Interpreting data and models to make predictions about how
 Tracking the cycling of matter and the transfer of energy shows respiration, decomposition, combustion, and volcanism.
greenhouse gases influence Earth’s energy balance and
how Earth’s spheres affect each other (e.g. water evaporates  Carbon dioxide from the atmosphere becomes part of living climate
from the hydrosphere into the atmosphere and returns as organisms (the biosphere) through photosynthesis.
 Applying understanding of carbon movement to real-world
precipitation).  Human activities remove carbon from the lithosphere (e.g. contexts (e.g. climate change mitigation, land use planning,
 Solar radiation the Earth receives decreases with increasing combustion of fossil fuels, cement production) and biosphere energy choices), using evidence to evaluate the effectiveness
latitude (e.g. more at the equator — latitude 0°, less at the poles (e.g. logging) and release it into the atmosphere. of different strategies
— latitude 90°N and 90°S).  Carbon, as carbon dioxide or methane, is a greenhouse gas.
 Global ocean convection circulates water and stabilises the  Greenhouse gases increase the amount of thermal energy
global climate. trapped by the atmosphere and include water, carbon dioxide,
 Matter cycles and energy transfers occur within and between and methane.
Earth’s spheres through global systems, such as the water and  An increase in greenhouse gases causes global heating,
carbon cycle. leading to climate change.
 Eduard Suess (1831–1914) introduced the terms hydrosphere,  Joseph Priestly (1733–1804) discovered oxygen and explored
lithosphere, and biosphere in 1875, helping define Earth’s major its role in plant-based air renewal and the carbon cycle.
interacting systems in geology.
 Thomas Chamberlin (1843–1928) developed a model of the
carbon cycle, linking geological and atmospheric processes.
 Note: See Social Science learning area — Geography strand.

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Earth and Expanding space Expanding space

Space  Gravity is the fundamental force that governs the behaviour and  Using scientific data (e.g. light years, astronomical units) to
interactions of all matter in the universe. It influences the motion interpret and compare the size of, and distances between,
of objects on Earth, the orbits of celestial bodies within the celestial bodies, as well as the time scales of events in space
Solar System, and the structure and dynamics of galaxies such  Using evidence such as models, simulations, and visual
as the Milky Way. representations to explore astronomical phenomena (e.g. fusion
 The observable universe is limited by the speed of light and the in stars, planetary motion, origin of the universe) and to
age of the universe. illustrate the observational limits of current technologies
 A light year is the distance light travels in a vacuum in one
Earth year.
 An astronomical unit (AU) is the average distance between the
Earth and the Sun.
 The Big Bang theory describes the origin of the universe, which
originated at a single point and is continually expanding.
 Evidence for the Big Bang theory includes the observation that
galaxies are moving away from each other — showing that the
universe is expanding — and the cosmic microwave
background, which is faint electromagnetic radiation from the
early universe.
 Ole Rømer (1644–1710) demonstrated that light travels at a
finite speed using astronomical observations of Jupiter’s moon
Io
 Edwin Hubble (1889–1953) discovered the expansion of the
universe and established the relationship between galaxy
distance and redshift, supporting the Big Bang theory.
 Beatrice Tinsley (1941–1981) made pioneering contributions to
galaxy evolution and cosmology, influencing models of the
expanding universe.

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Knowledge Practices
The facts, concepts, principles, and theories to teach. The skills, strategies, and applications to teach.

During Year 9 During Year 10 During Year 9 During Year 10

Organism Determining organism traits Disease and immunity Determining organism traits Disease and immunity
Diversity  A phenotype is all the observable characteristics or traits of an (See Year 7, Body Systems)  Describing the relationship between DNA, genes, and  Modelling and categorising defence mechanisms, including
organism. This is influenced by genes and the environment.  Infectious diseases are caused by pathogens (e.g. bacteria, chromosomes using diagrams or physical representations physical barriers, chemical defences, the microbiome, and
 DNA is packaged in chromosomes and stored in the nucleus. viruses, protists, fungi) and can spread through body fluids,  Identifying the connections between protein production, gene immune responses

 A gene is a section of DNA that contains instructions for making contaminated food or water, or airborne particles (e.g. influenza activity, and environmental conditions that influence traits (e.g.  Measuring and interpreting data related to disease spread
a protein or part of a protein (e.g. insulin). spreads via respiratory droplets, myrtle rust spreads by wind hydrangeas in acidic soil → gene activation → blue flowers, using graphical representations
and contact). Infectious disease can be managed through nest temperature → gene activation → tuatara sex)  Comparing different disease prevention strategies
 Proteins are large molecules made by cells. They help build
hygiene, quarantine, and other preventative measures.  Collecting and graphing data showing continuous (e.g. height)
body structures and carry out specific tasks in cells, such as
carrying substances, speeding up chemical reactions, and  Non-infectious diseases are not caused by pathogens and do and discontinuous (e.g. blood type) variation in traits
protecting against disease (e.g. hormones, enzymes, not spread between individuals:
antibodies). o some non-infectious diseases are caused by environmental
 Proteins determine an organism’s traits (e.g. chlorophyll in factors, such as exposure to harmful chemicals, radiation, or
leaves, keratin in hair, nails, feathers). air pollution. These conditions can damage cells or disrupt
normal body functions (e.g. asbestosis, some cancers)
 Some traits are influenced by a single gene, but most traits are
influenced by many genes. o some non-infectious diseases are genetic disorders (e.g.
Huntington’s disease, haemophilia, cystic fibrosis)
 When a gene is active, its protein is made; when inactive, the
protein is not made. o many non-infectious diseases are caused by a combination
of genes and environment (e.g. asthma, diabetes, some
 Traits are also influenced by the environment, for example:
cancers).
o in humans, height is influenced by nutrition and genes
 The human body has non-specific defence systems against
o in reptiles like tuatara, sex is determined by nest pathogens, including physical barriers (skin, hair, cilia),
temperature. chemical defences (tears, saliva, stomach acid), and the
 Variation refers to differences in traits among individuals in a microbiome:
population: o the microbiome is a community of microorganisms living
o discontinuous variation shows distinct categories (e.g. blood inside or on the body, which is shaped by genes and the
type, flower colour) environment
o continuous variation shows a range of values (e.g. height). o microorganisms in the microbiome help the immune system,
 Maurice Wilkins (1916–2004) was a New Zealand-born British such as by protecting the skin and mouth from other harmful
biophysicist best known for his pivotal role in the discovery of microorganisms.
the double helix structure of DNA.  The immune system protects the body from disease using white
 Rosalind Franklin (1920–1958) captured key X-ray images that blood cells, antibodies, and memory cells that recognise and
revealed DNA’s helical structure. respond to pathogens.

 James Watson and Francis Crick (20th century) used Franklin’s  Vaccines prevent disease by stimulating the immune system to
discovery to build the double helix model, explaining how produce a protective response without causing illness.
genetic information is stored and replicated.  Louis Pasteur (1822–1895) formulated germ theory and
developed vaccines for rabies and other diseases.
 Edward Jenner (1749–1823) developed the smallpox vaccine,
founding the field of immunology.

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Body Transport systems in plants and humans Regulation and response in the human body Transport systems in plants and humans Regulation and response in the human body
Systems  Multicellular organisms require transport systems to move  Homeostasis is the maintenance of a constant internal  Comparing substance movement in single-celled and  Analysing patterns of change in internal conditions and
substances efficiently throughout their bodies due to their size environment. multicellular organisms to investigate why transport systems explaining how feedback mechanisms restore equilibrium in
and complexity.  The principles of homeostasis include: are needed human body systems, such as temperature regulation
Human transport system (circulatory system) o A stimulus resulting from a change in the internal Human transport system (circulatory system) Hormonal control
 The circulatory system consists of the heart, blood vessels environment  Designing and conducting investigations into heart rate under  Interpreting and evaluating data on hormone levels and blood
(arteries, veins, capillaries), and blood (plasma, red and white o Detection of the stimulus by a receptor or, followed by a varying conditions to explore circulation patterns glucose levels
blood cells, platelets). corrective mechanism and negative feedback.  Using models and experiments to investigate diffusion across  Linking data to the observed disruptions in hormonal control
 The circulatory system transports oxygen, nutrients, hormones,  Homeostasis maintains a stable body temperature in humans membranes and analysing factors affecting transport efficiency that can lead to conditions like Type 1 and Type 2 diabetes
and waste products throughout the body. through coordinated responses such as:  Explaining results using concepts such as diffusion, osmosis,  Evaluating the influence of lifestyle factors (e.g. diet, exercise)
 Substances move in and out of the blood via diffusion, osmosis, o temperature detection by skin receptors and the and active transport in human tissues on hormonal balance and the development or management of
and active transport (e.g. oxygen, carbon dioxide, glucose, hypothalamus, followed by, Plant transport system diabetes
water, ions). Nervous control
o sweating and vasodilation to decrease body temperature, or  Designing and conducting investigations into water movement
 Diffusion is the passive movement of particles from an area of shivering and vasoconstriction to increase body temperature through plant tissues under varying conditions  Comparing the functions of the central and peripheral nervous
higher concentration to an area of lower concentration. systems in coordinating responses to different types of stimuli
o These processes are all regulated by the central nervous  Using models and experiments to investigate diffusion and
 Osmosis is the passive movement of water across a semi- system. uptake in plant stems or leaves and analysing factors affecting  Modelling specific stimulus response actions (e.g. pupil reflex,
permeable membrane from higher water concentration to lower transport efficiency (e.g. transpiration experiments) catching a ball) using diagrams
 Claude Bernard (1813–1878) explored internal physiological
water concentration.
regulation, laying the foundation for homeostasis.
 Active transport is the movement of substances from lower to
 Walter Cannon (1871–1945) coined the term ‘homeostasis’ and
higher concentration, using energy and transport proteins,
described the fight-or-flight response.
against the concentration gradient.
Hormonal control
 A high surface area to volume ratio facilitates efficient
exchange of substances in tissues.  A hormone is a chemical substance, produced by a gland,
carried by the blood, which alters the activity of one or more
 The circulatory system works closely with the respiratory and
specific target organs.
digestive systems to support cellular function.
 The endocrine system includes hormones, glands (including
 René-Joachim-Henri Dutrochet (1776–1847) identified osmosis
islets of Langerhans in the pancreas), and receptors.
as a key physiological process in cells.
 Blood glucose concentration is regulated by insulin and
Plant transport system
glucagon as a homeostatic mechanism. This is an example of
 The xylem transports water and mineral salts from the roots to hormonal control.
the rest of the plant.
 Diabetes is an example of a disease caused by inability to
 The phloem transports sugars (mostly sucrose) produced in the regulate blood glucose concentration.
leaves to other parts of the plant for growth and storage.
 Ernest Starling (1866–1927) discovered hormonal control
 Peter Raven, Ray Evert, and Susan Eichhorn (Contemporary) mechanisms and introduced the term ‘hormone’.
explored the structure and function of xylem and phloem,
Nervous control
advancing plant biology education.
 The nervous system has distinct structures and functions in
humans, including specialised adaptations such as the brain,
spinal cord, and neurons (synapses, axons, dendrites) that
transmit nerve impulses:
o the central nervous system includes the brain and spinal cord
o the peripheral nervous system includes all the nerves outside
the brain and spinal cord.
 The nervous system produces stimulus-response actions,
including both voluntary actions and reflex arcs.
 Sensory neurons, receptors, motor neurons, and effectors work
together to detect stimuli and produce coordinated responses.
 The eye is a sensory organ, and its parts — including the iris,
cornea, crystalline lens, and retina — have specific structures
and functions. The pupil reflex is an example of an automatic
response to light.
 Ivan Pavlov (1849–1936) identified conditioned reflexes
through experiments with dogs, influencing behavioural
psychology.

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Ecosystems Ecosystems Environmental impacts of human activity Ecosystems Environmental impacts of human activity
 Ecosystems are organised from individual organisms to whole  Human activity (e.g. agriculture, urbanisation, resource  Constructing models of species interactions using food webs,  Analysing the effects of human activities (e.g. deforestation,
systems. extraction, industry, recreation) can cause habitat destruction, nutrient cycles, or habitat maps to explain the interconnected pollution) on ecosystems and large Earth systems (e.g. climate,
 Biotic and abiotic factors in ecosystems can affect the pollution, and climate change, which threaten ecosystem nature of ecosystems oceans) using scientific models and concepts
distribution and abundance of organisms; changes in one part stability and biodiversity (see Year 9, Earth Systems).  Collecting and analysing field data to measure distribution and  Interpreting data (e.g. graphs, maps) to evaluate how human
can affect the balance and wellbeing of the whole system (e.g.  Human activity can alter environments faster than some abundance of organisms, including calculating population size, activity (e.g. agriculture, resource extraction) influences
new predator or pathogen, amount of rainfall, removal of trees, species can adapt, leading to biodiversity loss. using appropriate sampling techniques ecosystem stability and biodiversity
hunting).  Human activity influences large-scale Earth systems, leading to  Observing local ngā tohu o te taiao, such as flowering of certain  Researching interventions that address specific ecosystem
 Indigenous knowledge systems, such as mātauranga Māori, changes such as climate change and ocean acidification. plants or bird migrations, and explaining why these indicators disruptions, using case studies or local examples to explore the
are often founded on long-term observations of environmental  Some human activities, such as agriculture, can reduce or can be used to understand and predict other environmental practicalities and outcomes of different solutions (e.g.
patterns. For example, ngā tohu o te taiao can be used to offset environmental impacts through sustainable methods and changes using an ecosystem model conservation strategies, sustainable technologies)
monitor seasonal changes and ecosystem health. practices.  Representing ecological data using tables and graphs to
 Carbon, nitrogen, and water cycle through living and non-living  Individually, in communities, or as nations, humans can help interpret patterns and draw conclusions about ecosystem
parts of ecosystems (see Year 9, Earth Systems): protect and restore ecosystems through sustainable practices, dynamics
o forests and oceans store carbon and help cycle it including conserving resources, supporting regeneration, and
o the carbon and water cycles are vital for life. developing alternate methods for resource use.

 Microorganisms help recycle materials in ecosystems.  Ecosystems can usually regenerate naturally, and humans can
support this through conservation and restoration.
 G. Evelyn Hutchinson (1903–1991) regarded as the founder of
modern ecosystem ecology, he advanced the study of nutrient  James Hansen (Contemporary) predicted global warming and
cycles and ecological niches. developed climate models that influenced international climate
policy.
 Marama Muru-Lanning (Contemporary) explores mātauranga
Māori as environmental knowledge, linking Indigenous
perspectives to ecological science.

Science Years 0-10 | Page 39