Science

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Rationale

Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives.

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Aims

The Australian Curriculum: Science aims to ensure that students develop:

an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live.

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Key ideas

In the Australian Curriculum: Science, there are six key ideas that represent key aspects of a scientific view of the world and bridge knowledge and understanding across the disciplines of science, as shown Figure 1 below. These are embedded within each year level description and guide the teaching/learning emphasis for the relevant year level.

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Structure

The three interrelated strands of science
The Australian Curriculum: Science has three interrelated strands: science understanding, science as a human endeavour and science inquiry skills.

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Science Scope and Sequence (PDF)

Resources and support materials for the Australian Curriculum: Science are available as PDF documents. 
Science: Sequence of content
Science: Sequence of achievement 

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Glossary

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Year 5

Year 5 Level Description

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.

In Year 5, students are introduced to cause and effect relationships through an exploration of adaptations of living things and how this links to form and function. They explore observable phenomena associated with light and begin to appreciate that phenomena have sets of characteristic behaviours. They broaden their classification of matter to include gases and begin to see how matter structures the world around them. Students consider Earth as a component within a solar system and use models for investigating systems at astronomical scales. Students begin to identify stable and dynamic aspects of systems, and learn how to look for patterns and relationships between components of systems. They develop explanations for the patterns they observe.


Year 5 Content Descriptions

Biological sciences

Living things have structural features and adaptations that help them to survive in their environment (ACSSU043 - Scootle )
  • investigating Aboriginal and Torres Strait Islander Peoples’ knowledge of the adaptations of certain species and how those adaptations can be exploited (OI.5, OI.9)

  • explaining how particular adaptations help survival such as nocturnal behaviour, silvery coloured leaves of dune plants
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

  • describing and listing adaptations of living things suited for particular Australian environments
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures
    • Use knowledge of words and word groups

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Text knowledge
    • Use knowledge of text cohesion
    • Use knowledge of text structures

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

  • exploring general adaptations for particular environments such as adaptations that aid water conservation in deserts
    • Sustainability
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

Chemical sciences

Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077 - Scootle )
  • recognising Aboriginal and Torres Strait Islander Peoples’ knowledge and understanding of evaporation and how the effect of evaporation can be reduced to conserve water, such as by covering surfaces (OI.2, OI.5)

  • recognising Aboriginal and Torres Strait Islander People’s knowledge and understanding of solids, liquids and gases (OI.5)

  • recognising that substances exist in different states depending on the temperature
    Numeracy

    Using measurement
    • Estimate and measure with metric units

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • observing that gases have mass and take up space, demonstrated by using balloons or bubbles
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • exploring the way solids, liquids and gases change under different situations such as heating and cooling
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • recognising that not all substances can be easily classified on the basis of their observable properties
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

Earth and space sciences

The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078 - Scootle )
  • researching Aboriginal and Torres Strait Islander Peoples’ understanding of the night sky and its use for timekeeping purposes as evidenced in oral cultural records, petroglyphs, paintings and stone arrangements (OI.3, OI.5)

  • identifying the planets of the solar system and comparing how long they take to orbit the sun
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • modelling the relative size of and distance between Earth, other planets in the solar system and the sun
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Numeracy

    Using measurement
    • Estimate and measure with metric units

  • recognising the role of the sun as a provider of energy for the Earth
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

Physical sciences

Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080 - Scootle )
  • recognising Aboriginal and Torres Strait Islander Peoples’ understanding of refraction as experienced in spear fishing and in shimmering body paint, and of absorption and reflection as evidenced by material selected for construction of housing (OI.3, OI.5)

  • drawing simple labelled ray diagrams to show the paths of light from a source to our eyes
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Numeracy

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects

  • comparing shadows from point and extended light sources such as torches and fluorescent tubes
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Numeracy

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects

  • classifying materials as transparent, opaque or translucent based on whether light passes through them or is absorbed
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Compose texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

  • recognising that the colour of an object depends on the properties of the object and the colour of the light source
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

  • exploring the use of mirrors to demonstrate the reflection of light
  • recognising the refraction of light at the surfaces of different transparent materials, such as when light travels from air to water or air to glass
    Numeracy

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects


Year 5 Achievement Standards

By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people’s lives, help us solve problems and how science knowledge develops from many people’s contributions.

Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts.


Year 5 Work Sample Portfolios