Australian Curriculum Overview

Australian Curriculum: Science – Year 5

Sub-strand Content Descriptor Achievement Standard
Biological Science  Living things have structural features and adaptations that help them to survive in their By the end of Year 5,
Science Understanding

environment (ACSSU043) students classify substances according

Chemical Science  Solids, liquids and gases have different observable properties and behave in different ways to their observable properties and
(ACSSU077) behaviours. They explain everyday
Earth and Space  The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) phenomena associated with the transfer
Science of light. They describe the key features
Physical Science  Light from a source forms shadows and can be absorbed, reflected and refracted of our solar system. They analyse how
(ACSSU080) the form of living things enables them
Nature and  Science involves testing predictions by gathering data and using evidence to develop to function in their environments.
Science as a Human

development of explanations of events and phenomena and reflects historical and cultural contributions Students discuss how scientific
Endeavour

science (ACSHE081) developments have affected people’s

lives, help us solve problems and how
Use and influence of  Scientific knowledge is used to inform personal and community decisions (ACSHE083)
science knowledge develops from
science
many people’s contributions.
Questioning and  With guidance, pose clarifying questions and make predictions about scientific
predicting investigations (ACSIS231) Students follow instructions to pose
Planning and  Identify, plan and apply the elements of scientific investigations to answer questions and questions for investigation and predict
conducting solve problems using equipment and materials safely and identifying potential risks the effect of changing variables when
(ACSIS086) planning an investigation. They use
Science Inquiry Skills

 Decide variables to be changed and measured in fair tests, and observe measure and equipment in ways that are safe and
record data with accuracy using digital technologies as appropriate (ACSIS087) improve the accuracy of their
Processing and  Construct and use a range of representations, including tables and graphs, to represent and observations. Students construct tables
analysing data and describe observations, patterns or relationships in data using digital technologies as and graphs to organise data and
information appropriate (ACSIS090) identify patterns in the data. They
 Compare data with predictions and use as evidence in developing explanations compare patterns in their data with
(ACSIS218) predictions when suggesting
Evaluating  Reflect on and suggest improvements to scientific investigations (ACSIS091) explanations. They describe ways to
improve the fairness of their
Communicating  Communicate ideas, explanations and processes using scientific representations in a
investigations, and communicate their
variety of ways, including multi-modal texts (ACSIS093)
ideas and findings using multimodal
texts.

HASS
Examine the environment of different
countries and the adaptations animals have
made to survive in the environment.
Research the different plants and animals
native to different continents.
Examine the habitats of different animals and
the climate they survive in.
Religious Education
Discuss the animals and plants and their
features that are significant in the Bible, e.g.
lambs, birds, lions.
Health & Physical Education
Students move around the classroom
pretending to be different animals. Examine
the types of movement of the animals.
Look at the different features that humans
develop over the course of their lives, similar
to that of animals.
Examine the similarities and differences in
features of humans and animals.
CONCEPT MAP
(option 1)
LOTE English
Use the vocabulary listed on the word wall Select one animal and write an information
and translate each word into a language other report about its structural features and how it
than English, e.g. Italian, Indonesian, has adapted to its environment.
AUSLAN.
Create a word wall that highlights specific
Discover the plants found in countries around vocabulary related to animal adaptations. E.g.
the world and translate their name to the ‘adaptation,’ ‘behaviour,’ ‘environment’
language of the country. E.g. Lavender is
Lavanda in Spanish. Create a vocabulary list of different terms
used in relation to animal features and
adaptations and define each word.
Concept: Animal Features and Write a poem about the features of a chosen
animal.
Adaptations
Term: 1 Weeks: 5-10 Create a narrative about a fictional animal that
has the features of multiple different animals.
Create a new animal and deliver a presentation
The Arts to the class about its features, the environment
it lives in and the adaptations it has made to
the environments.
Draw and label pictures of animal features.
Create a new animal that is made up of Create a ‘Wanted’ poster for a sighting of a
new animal. Describe it’s features and the
various animal features.
animals it’s features are similar to. Use digital
technologies to create the poster, such as
Create a drawing of the environment that is
specific to an animal. PowerPoint, Canva or PosterMyWall.
©The University of Notre Dame 2010 developed by C McGunnigle
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: One/Weeks 5-10 YEAR LEVEL: Five LEARNING AREA/TOPIC: Science/Biological Sciences
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

To capture student interest and find out what they know about XXXXX. To elicit students’ questions/ prior knowledge about XXXXX. Diagnostic assessment used- in this lesson you will find out what the students
already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning experiences.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
Science Science as Science (include learner diversity)
Understand a Human Inquiry
ing Endeavour Skills
Week 5 ACSSU ACSIS2 Students will be able DIAGNOSTIC Motivation: What if you had
Lesson 043 31 to: Objective 1:  Read the book ‘What if you had Animal Hair?’ by Sandra Animal Hair?
1  Match an animal  Will be Markle (Markle, 2013). By Sandra
feature to the assessed  Students discuss with a partner, then as a class, what hair they If you could Markle (Markle,
environment it through the would like to have other than their own and why. have the hair of 2013).
belongs to. ‘Feature Match’  Review what an animal feature is. Students are to complete a a different
 Define ‘structural activity. Results KWL chart in their science book about animal features. animal, what
feature’. will be recorded would it be and
in the form of a Lesson Body: why? Science books
checklist.  Brainstorm the different features that animals have on the Did you notice
 As a form of whiteboard. the other
differentiation,  Discuss how some of these animal features are a part of their features that
students will be structure, which help the animal live in their environment. animals had in
observed in the o E.g. polar bears have blubber, fish have gills. the book? Whiteboard
final ‘corners’  Using the Feature Match sheets, students are to cut out the Have you ever marker
activity. structural animal features and match them to the environment seen similar
they would suit the most. features on ‘Feature Match’
Objective 2:  Discuss the structural features and environments. animals from sheet
 Will be  Reveal that the features are adaptations that help the animal different
assessed survive in its environment. Define adaptation. environments?
through the o A feature that helps an animal survive in its environment.
definition  Students are to select at least three structural features and create
provided on the a new animal that combines these features on the ‘My New
‘feature match’ Animal’ sheet. ‘My New
activity sheet. Animal’ sheet
Conclusion:
Results will be
 Allocate each corner an environment (e.g. rainforest, desert,
displayed in the
ocean, arctic).
form of a
 Students are to stand in the centre of the room. Call out a
checklist.
structural feature. Students are to make their way to the corner
of the room that matches the feature.
Health and Safety
 Ensure that students are using scissors responsibly.
 Move objects around the room to a safe place before playing
the ‘corners’ game.
Extending and Enabling
 Extending – on the Feature Match activity students state how
they believe the features can help an animal survive in its
environment.
 Enabling - Give students three features to use on their animal if
they are struggling to think of ideas.
 5E’s- EXPLORE (2-3 lessons)
To provide hands on, shared experiences of XXXXX. To support students to investigate and explore ideas about XXXXX. Formative assessment.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
Science Science as Science
Understa a Human Inquiry
(include learner diversity)
nding Endeavour Skills
Week 6 ACSS ACSIS2 Students will be able FORMATIVE Motivation: What feature do Animal feature
Lesson 2 U043 31 to: Objectives 1 and 2:  Give each student a card with an animal feature. you have? cards
 Identify at least  Will be  Each student must match their card to an environment Why did you sit
one animal assessed represented on each group of desks. E.g. scales match to a bowl at that table?
adaptation. through the exit of water. What
 Explain how one ticket. Results  Ask students from each group why they sat where they did. environment
chosen adaptation will be Highlight that each group represents an environment. does this table
helps an animal displayed in the represent?
survive in its form of a Lesson Body:
environment. checklist.  Review adaptations by explaining what an adaptation is and What do you Rotation
brainstorming examples on the whiteboard. think an materials:
 Instruct each group to collect the materials for the adaptation adaptation is? Containers, dirt,
rotations. Display the instructions for each rotation on the How does this gloves, oven
projector. adaptation help mitt, spoons,
 Each group is to spend 7 minutes on each rotation, exploring the the animal tape, toy bugs,
different structural adaptations of animals (camouflage, blubber, survive? ice, water,
claws, beaks). Students are to complete the station questions as Can this animal fat, zip
they progress through each station. adaptation help lock bags, pegs,
 Discuss the results of each station. the animal in chopsticks,
other situations? lollies, leaves,
grass, coloured
Conclusion:
pencils
 Give each student a scrap piece of paper, where they are to write
an animal adaptation and how it helps the animal survive in its
Rotation
environment.
Instructions
 Students glue their Station sheet into their science book.
 Give each student a copy of the Design Brief and explain the Station
project. Questions Sheet
Scrap paper
Health and Safety
 Ensure that students do not consume any of the dirt. Science books
 Check the dirt for bugs before beginning the activity.
 Check for allergies in relation to animal fat and lollies.
 Students are to wash their hands after all rotations are complete.

Extending and Enabling

 Extending – write about the ways that humans have adapted to
our lifestyle (e.g. opposable thumbs to pick up items).
 Enabling - Print the instructions for those who struggle to follow
multiple instructions at once.

One further explore lesson will include activities that explore the behavioural adaptations of animals, such as mimicry, hibernation and burrows.
5E’s- EXPLAIN (1 lesson)
To support students to develop explanations for experiences and make representations of developing conceptual understandings. Formative assessment.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
 Science Science as Science (include learner diversity)
Understand a Human Inquiry
ing Endeavour Skills
Week 7 ACSSU ACSIS0  State the difference FORMATIVE Motivation:
Lesson 043 93 between structural Objective 1:  Play ‘Would you Rather?’ with students, asking questions
3 and behavioural  Will be assessed relating to adaptations. Students are to discuss their answer in
adaptation. through the a think, pair, share with a partner.
 Create a interactive o E.g. Would you rather have two coats of fur or a tail?
presentation about notebook.
Lesson Body:
Results will be
an adaptation,  Discuss with students what an adaptation is. Create a class What is an Interactive
displayed in the
stating the type of definition and write it into the interactive notebook. adaptation? notebook pages
form of a
adaption, what o E.g. An adaptation is a feature that helps an animal Science Books
checklist.
animals have it, survive in its environment.
what environment it Objective 2:  Discuss the two types of adaptations and create a class Can anyone
definition. Students are to cut out the interactive notebook,
is seen in and how  Will be assessed remember the Scissors
glue it into their science book and fill in the definitions. two types of Glue
it helps the animal through the
o E.g. Structure – physical change to an animal’s body. adaptations?
survive. PowerPoint
o E.g. Behaviour – when an animal does something to
presentation.
help it survive.
Results will be
shown in the  Discuss examples of each type of adaptation seen in animals
form of a rating of different environments and the difference between
scale. behavioural and structural adaptations.
 Students are to cut out the adaptations and sort them into the Can you think
two categories by tucking them into the pockets in the of any
interactive notebook. adaptations
 Students are to choose an adaptation. They are to create a other than the Laptops
PowerPoint presentation, stating the animals that have the ones on your
adaptation, whether and how it is behavioural or structural, sheet?
what environment it is commonly seen in and how the
adaptation helps the animal survive in its environment. How is the
Conclusion: adaptation you
have chosen Reflection sheet
 Give students a copy of the Reflection sheet. Students are to
reflect on their progress on the topic of adaptations. structural or
behavioural?
Health and Safety: Would the
 Ensure that students use scissors and glue appropriately. adaptation be
 Students are to use the laptops appropriately. useful in a
different
Extending and Enabling: environment?
 Extending – students state whether the adaptation they have
chosen will be useful in another environment, e.g. rainforest.
 Enabling – give students a template for the presentation
where they can fill out the information.
5E’s- ELABORATE (1-2 lessons)
To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation. To use investigative/ inquiry skills. Summative
assessment of science inquiry skills.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
 Science Science as Science (include learner diversity)
Understand a Human Inquiry
ing Endeavour Skills
Week 8 ACSSU ACSHE ACSIS2 Students will be able SUMMATIVE Motivation: http://www.shep
Lesson 043 081 31 to: Science Inquiry  Students are to collect a laptop and search ‘Hidden Animals pardsoftware.co
4 ACSIS0  Plan and conduct an Skills Camouflage Game,’ (Sheppard Software, n.d.). Students m/content/anim
86 investigation about select an animal and try to find the animal in each picture. als/hidden%20a
ACSIS0 how camouflage Objective 1: nimals/Hidden
87 helps an animal Lesson Body: %20Animals.ht
 Will be assessed
ACSIS0 survive in its
through  Review the different types of structural and behavioural m
90 What is a type Whiteboard
environment. adaptations. Create a table and brainstorm on the whiteboard.
observation and of behavioural
the Investigation  State that students will be conducting their own investigation adaptation?
marker
Planner. Results about a statement about camouflage; ‘Being the same colour What is a type
will be as the environment stops the animal from being seen.’ of structural
displayed in the  Brainstorm questions that can be asked about the statement. adaptation?
o E.g. How does camouflage help an animal survive? Investigation
form of a rubric.
o E.g. Does being a different colour to the environment Planner pg 81-
What 82 Primary
decrease the chance of survival? hypotheses can
 Review independent, dependent and controlled variables. As Connections:
we have about Desert
well as fair tests and recording results in a table. this statement?
 In groups of three, students choose one question to Survivors
investigate. Students are to fill out an Investigation Planner (Australian
What variables Academy of
and collect their materials. are you going to Science, 2012,
 Students commence their investigation and record their control? p. 81-82).
findings on the Investigation Planner. What variables Coloured
are you going to toothpicks
Conclusion: change? Skittles
 Each group is to hand in their Investigation Planner.
M&Ms
 Discuss students’ findings as a class. What would you Coloured paper
 Students are to complete an exit ticket stating how do differently Hole punch
camouflage helps an animal survive in its environment. next time? Tweezers
Did your Plates
Health and Safety: investigation Timer
 Students are to use all materials responsibly. prove that the
 Students are not to eat any of the lollies and chocolates until statement was
the investigation is complete. correct? Scrap Paper
 Check for any allergies to the confectionary.

Extending and Enabling:

 Extending – students are to take the investigation further and
test the hypothesis against another environment.
 Enabling - Give students a set range of materials and a
hypothesis to investigate.
5E’s- EVALUATE (1 lesson)
To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX. Summative assessment of science understanding.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
 Science Science as Science (include learner diversity)
Understand a Human Inquiry
ing Endeavour Skills
Week 9 ACSSU ACSHE ACSIS0 Students will be able SUMMATIVE Motivation:
Lesson 043 083 93 to: Science  Reread ‘What if you had Animal Hair?’ by Sandra Markle What if you had
5  State a structural Understanding (Markle, 2013). Animal Hair? By
feature present in Objective 1 and 2:  Ask students what hair they would like to have if they What hair Sandra Markle
an animal.  Will be assessed lived in an arctic environment and why. Students are to would you like (Markle, 2013).
discuss their answers with a partner, then discuss as a
 Describe an through the
class.
to have if you
students lived in the
adaptation of an
arctic?
animal and how it answers on the Lesson Body:
helps them survive google form.  Students are to fill in the remainder of their KWL chart,
in their Results will be revealing what they have learnt. What is an
environment. displayed in the  With their shoulder partner, students are to think, pair, example of a
KWL Charts
form of a rubric. share one thing they have learnt about animal adaptations. structural
Once completed, hold a class discussion. adaptation?
 Give students a link to Google forms. Students are to Google Forms
What is the
answer the questions, using their knowledge of animal Link:
difference
adaptations to support their answer. https://docs.googl
between
o E.g. Will a polar bear be able to survive in a desert e.com/forms/d/e/1
structural and
environment? FAIpQLSdv-
behavioural
CoMgOfDWHUZ
adaptation?
Conclusion F7xb4siEztldS6n4
Will a polar
 Stick a line of masking tape down the centre of the room. q7kfRUMhTx0Gl
bear be able to
J_AHQ/viewform
 State that one side of the room is structural adaptation and survive in a
?usp=sf_link
the opposite side is behavioural. Read out a type of desert
adaptation (e.g. mimicry). Students are to move to the side environment?
Masking Tape
of the room that matches.

Health and Safety

 Ensure that no objects are on the way on the floor of the
classroom.

Extending and Enabling

 The questions on the Google form are differentiated to
accommodate for those who need extending and for those
who need enabling.
 Extending (once Google form is complete) – Students
think about how climate change will affect environments
and the adaptations that animals have.
 References

Australian Academy of Science. (2012). Primary connections: Desert survivors. Canberra:

Australian Academy of Science.

Markle, S. (2013). What if you had animal hair? (1st ed.). New York: Scholastic.

The Australian Curriculum. (2019). Science. Retrieved

from https://www.australiancurriculum.edu.au/f-10-

curriculum/science/?strand=Science+Understanding&strand=Science+as+a+Human+

Endeavour&strand=Science+Inquiry+Skills&capability=ignore&priority=ignore&year

=12005&elaborations=true

Sheppard Software. (n.d.). Hidden animal games. Retrieved

from http://www.sheppardsoftware.com/content/animals/hidden%20animals/Hidden%

20Animals.html