Australian Curriculum: Science (Year 5)

Sub-strands Content Descriptions Achievement Standard

• Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) By the end of Year 5, students classify
Biological sciences
substances according to their observable
understanding

Chemical sciences properties and behaviours. They explain

• Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)
everyday phenomena associated with the
Science

transfer of light. They describe the key

Earth and space • The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) features of our solar system. They analyse
sciences how the form of living things enables them
• Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) to function in their environments. Students
Physical sciences discuss how scientific developments have
• Science involves testing predictions by gathering data and using evidence to develop explanations of events and affected people’s lives and how science
Nature and
endeavour (Year 5-6)
Science as a human

phenomena (ACSHE081) knowledge develops from many people’s

development of
science • Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE081) contributions.

Students follow instructions to pose

Use and influence of • Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives questions for investigation, predict what
science (ACSHE083) might happen when variables are changed,
• Scientific knowledge is used to inform personal and community decisions (ACSHE217) and plan investigation methods. They use
equipment in ways that are safe and
Questioning and • With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the
findings of an investigation might be (ACSIS231) improve the accuracy of their observations.
predicting Students construct tables and graphs to
Science inquiry skills (Year 5-6)

organise data and identify patterns. They

• With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086) use patterns in their data to suggest
Planning and
conducting • Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using explanations and refer to data when they
digital technologies as appropriate (ACSIS087) report findings. They describe ways to
• Use equipment and materials safely, identifying potential risks (ACSIS088) improve the fairness of their methods and
communicate their ideas, methods and
• Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns findings using a range of text types.
Processing and
analysing data and or relationships in data using digital technologies as appropriate (ACSIS090)
information • Compare data with predictions and use as evidence in developing explanations (ACSIS218)

Evaluating • Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS091)

Communicating • Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)

General Capabilities Cross Curriculum Priorities Notes:

• Literacy • Aboriginal and Torres Strait Islander histories and
• Numeracy
cultures
• Information and communication technology (ICT)
competence • Asia and Australia’s engagement with Asia
• Critical and creative thinking
• Sustainability
• Ethical behaviour
• Personal and social competence
• Intercultural understanding

 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Throughout Term 2 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Biological Science- Animal Adaptations
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy (L) Numeracy (N) ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking (C&C) Competence (P&S) (IU)
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures (A&TSI) Asia and Australia’s engagement with Asia Sustainability (S)
5E’s- ENGAGE (2 lessons)
• To capture student interest and find out what they know about animal adaptations in different environments
• To elicit students’ questions/ prior knowledge about animal adaptations in different environments
• Diagnostic assessment used- in this lesson you will find out what the students already know about animal adaptations in different environments. This will allow you to take account of students’
existing ideas when planning learning experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TIME TEACHING & LEARNING RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES
Science Science as Science (include learner diversity)
Understanding a Human Inquiry Skills KEY QUESTIONS
Endeavour

L1/2 ACSSU043 ACSIS093 DIAGNOSTIC Class goal (write on board): To establish what we know about animal
adaptations in different environments. (Activity
1. Identify at least 1 1. Anecdotal adapted from
animal/environmental notes/observation Introduction: Rhodes, 2019)
feature for 3 different during rotations: 2:00pm 1. Outside/in undercover area, 3 students will begin as hawks, and the rest of
environments, - Could students the class are the prey. The prey move around the space acting as small
individually. identify familiar animals (e.g. possums, finches) until you call out “Hawk!”. The prey will
animals/features? then freeze, as the hawks scan the room for any movement (if students
- Could they use
move they are out and become hawks). (P&S)
prior experiences
to link to animal 2:10pm 2. After the game, discuss:
adaptations in • Would this happen in the wild? (camouflage)
each • Can you think of examples of specific animals that display this
environment? behaviour? (e.g. mice)
• What other features/characteristics of animals help them
2. Draw a clear 2. Use a checklist survive/be protected? Blank
diagram and label at to assess Body: Whiteboard
least 3 features of an students’ ability 2:15pm 3. Back in the classroom, write animal adaptations on the board and and markers
Australian animal, in to draw a clearly brainstorm ideas. Share definition to prompt students:
pairs. labelled diagram, adaptation: the adjustment of organisms to their environment in order to
and identify Blank Word
improve their chances at survival in that environment (National
features of one Wall pinned
animal. Students Geographic, 2019).
up
have excelled if 4. Add animal adaptation to the new Word Wall (students are familiar with
they can consider writing WW).
Activity 1: Butchers
why these paper at table
features may 2:20pm 5. Students, in small groups, will rotate clockwise around the butcher’s
groups (x5)
exist. paper at different tables, adding animals that might be found in the each with a
environment and any features that help them to survive in this different
U- Unsatisfactory environment. Students should use a different colour, and write their name environment
S- Satisfactory next to any responses (approx. 5 mins at 3 stations then 2 mins at the written in the
G- Good remaining 3 stations to read peer responses). middle:
Checklist: o Great
1. Is the Key prompts/questions: Barrier
Australian animal - What are the conditions of this environment? Reef
clearly drawn and - What features do the animals have and how might these help them o Rainforest
labelled? survive in this environment?
2. Are labels o Australian
accurate/relevant? Enabling: students who have visual impairments/severe writing difficulty can desert
3. Have students voice record their answers on a class iPad. o Antarctica
attempted to Extending: encourage labelled diagrams to expand on answers, ask students o Wetland
consider why to consider what behavioural/structural adaptations are and provide examples.
features exist? Class
Activity 2: grouping
(Might 6. In pairs, students will choose one Australian animal, and will write this in roster
go into the middle of an A3 piece of paper (and names on the back). Pairs will
Engage draw and label the animal with any features, characteristics and questions Student textas
L2) they have about this animal. (P&S, C&C) and coloured
pencils
Key prompts/questions:
- What observable features/characteristics does your animal have? A3 paper (one
What might the use of this be? per pair)
- In what environment would you find your animal?

Conclusion:
2:50pm 7. Students write at least one question they have in relation to animal
(Poss. adaptations on a slip of scrap paper, and will place it in the ‘Curious
Engage Classroom’ box at the front of the room. (S)
L2) 8. As a class, read some questions and have students offer possible Large poster
solutions/experiences of real life situations. Attach these questions to the paper
large poster paper to refer back to. (colourful),
9. Introduce the Animal Architect Design Brief and clarify any questions. Blu tak
Students will work on this throughout the term in D&T (P&S, C&C,
L)(S)
Student
Homework- science journal: Students will add ‘animal adaptation’ to their
science
Science glossary (in their science journals) and will find a definition and at
journals
least one example for ‘blubber’ and ‘preening’ (bird).
 5E’s- EXPLORE (2 lessons)
• To provide hands on, shared experiences of animal adaptations in different environments
• To support students to investigate and explore ideas about animal adaptations in different environments
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TIME TEACHING & LEARNING RESOURCES
LESSON
LINKS LESSON (what & how) EXPERIENCES
Science Science as a Science OBJECTIVE (include learner diversity)
Understanding Human Inquiry Skills KEY QUESTIONS
Endeavour

2L3/4 ACSSU043 ACSHE081 ACSIS087 FORMATIVE Class goal (on board): To explore the use of preening and blubber
through hands on experiences. Class Word Wall
1. Discuss 1. Observe Student science journals
the features students who Introduction:
animals have confidently 2:00pm 1. Discuss and add ‘blubber’ and ‘bird preening’ to the Word Wall. Class iPad sets (1-3)
to survive in participate in the 2. Go on a Flora & Fauna walk around the school grounds. Students
extremely group work in groups of 3 to photograph any birds, insects, animals or
cold discussion, and animal markings they find on a class iPad, and discuss which
climates, in a make notes on 5
large group. animals would eat leaves/seeds/nuts found. (ICT, P&S)
different focus
* Remind students not to disturb/touch any insects/animals and listen to
students and
teacher direction (stay on path, minimise noise).
their ability to
2:10pm 3. Back in the classroom, groups will use the pen function to annotate
apply prior
knowledge to at least 2 of the photos and label any features/possible reasons for
the science these features on animals/insects. If no animals were found, they
2. List the topic. can Google Search a relevant Australian animal once approved by
independent, the teacher and draw and label this onto an existing photo.
dependent Objectives 2/3 Class grouping chart
and will be assessed Body: Rotations (2x lessons so half the class at each station)
controlled from the data Remind students of Health & Safety in science (H&S poster has been Science H&S Poster
variables for collected during referred to all year), particularly for this lesson: (Appendix #1)
an the Wet Feathers • Never eat anything in the science classroom unless directed
investigation. investigation (on • Always walk around the classroom
the task sheet).
3. Record • Follow your team role to minimise all students walking around
Use a checklist
data from the room at once
to determine
investigation • Stand behind your pushed in chair during
whether:
in a clear and experiments/investigations to avoid spills
- Students have
effective accurately • Always follow teacher direction and think responsibly.
way. identified and
recorded the 2:15pm 4. As a class, go through both rotations briefly (particularly so the
appropriate independent group have a clear idea of what to do).
variables and
used this to R1: Wet Feathers: Independent student activity
write a relevant *Students are familiar with the Science Team Roles (as displayed on
investigation poster). Students will work in groups of 3 and will allocate these roles. Primary Connections
statement Classroom Science Team
- Students have 5. Students watch the Duck Playing in Water video on a class iPad. Roles Poster (Appendix
developed a While watching, consider: #2)
well-constructed a. What is the duck doing to its feathers? Why?
table/graph that b. How do ducks and other water birds stay dry? Duck Playing in Water
records/explains c. We discussed the word ‘preening’ this morning, how can video (1:00):
patterns in data we link the definition to this video? https://www.youtube.com/
- Have reflected 6. Students will read the task sheet and complete the Variables and watch?v=03UkN9j0ImY
upon the *Played on a class iPad
Hypothesis (remind students of good hypothesis- a statement that
experience, (1-3 for 1/2 the class)
improvements can be proved wrong or right, formal science language, clear and
that could be simple). Wet Feathers task sheet
made and links 7. Remembering their team roles, students will conduct the (Appendix #3)
to animal investigation and note observations on the task sheet, deciding on
adaptations the best method of recording results. (N, P&S, C&C) Per group: Newspaper,
(U, S, G) Enabling: Give students the method of recording results (e.g. table) and paintbrush, small cup of
ensure they are in a group with at least one stronger student. oil, small cup of water,
Extending: Students research other methods animals use to keep 2xpaper bags, water
themselves dry/warm, and design another experiment to show this dropper
process (e.g. huddling in packs to decrease surface area).

R2: Blubber: Teacher directed

2:20pm 8. Look at an image of a whale and share observations as a group. Whale image
(or Key prompts/questions:
Exp. - How do whales keep warm? (blubber)
L2) How do Whales Keep
- What other animals have blubber to keep them warm? (seal,
Warm task sheet
walrus) (Appendix #4)
9. Read through the task sheet together, before students complete the
variables and hypothesis section independently. Share.
10. Conduct experiment as a group (one student volunteer to submerge For R2: 2xlarge Ziploc
hand whilst others help e.g. adding shortening to bag). (N, P&S, bags, 4xtablespoons of
C&C) shortening, bucket (1/2
full cold water), approx..
Key prompts/questions: 1/3 bucket ice cubes
- How does our body react to cold conditions such as icy water?
- How does shortening represent blubber? (Activity adapted from
- What else do whales do to keep warm? Science Fun for Everyone,
2019.)
Conclusion:
2:50pm
R1: Students complete the reflection individually, before sharing
experiences/results with a new group of 3. (P&S)
R2: Students will write a short ‘blubber for sale’ advertisement in their
science journals, including the purpose of blubber, animals that use
blubber, and might compare life with and without blubber for an animal
in extremely cold conditions such as Antarctica to ‘sell’ their product.
They will then share with a peer. (C&C, P&S)
Student science journals
 Homework- science journal: Challenge students to find, over the next
few weeks, the most unusual/interesting adaptations. Students can draw
pictures/diagrams and write explanations.
*Science Journal: Students to find definitions of structural and
behavioural adaptation.

5E’s- EXPLAIN (2 lessons)

• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TIME TEACHING & LEARNING RESOURCES
LESSON
LINKS LESSON (what & how) EXPERIENCES
Science Science as a Science OBJECTIVE (include learner diversity)
Understanding Human Inquiry Skills KEY QUESTIONS
Endeavour
L5/6 ACSSU043 ACSHE217 ACSIS093 FORMATIVE Class goal: Research one Australian animal in a particular
environment and become an expert on its adaptations. Student science journals
Class Word Wall
Introduction:
1. Verbally 1. Assess this 2:00pm 1. Add structural and behavioural adaptation to the class Word
state one objective during Wall, and briefly revise blubber/preening.
impact of a the class 2. Read Tiddalick- The Frog That Caused a Flood (A&TSI)(IU, Tiddalick- The Frog that
change in discussion, Caused a Flood by Robert
L). As you read, ask students to consider:
environment asking 5 target Roennfeldt- children’s picture
on animals, students to share - What observable features do the animals have that
might help them in their environment? book
individually. ideas. Make
observations and - If Tiddalick never laughed again, which animals
might have survived in the extreme desert Key questions displayed on
later anecdotal Smartboard as you read
notes on: conditions? Are these behavioural or structural
- student’s ability adaptations?
to justify reasons - Which features might have developed over time to
for change help these animals adapt to their new environment?
- knowledge of 3. Discuss ideas as a class.
animal *Link to Design Brief project and briefly check in on progress
adaptations 2:15pm Body:
4. Watch the Animal Adaptions video as a class and brainstorm Scholastic Animal Adaptations
- Ability to think video (3:06):
critically and structural and behavioural adaptations in a T-chart on the
http://studyjams.scholastic.com/
creatively about board. studyjams/jams/science/
changes in the 2:25pm 5. In small groups (3-4), students will choose one Australian animals/animal-adaptations.htm
environment. environment and an animal that lives in that environment.
They will research this animal’s features, and present their Blank whiteboard and markers
2. Research 2. Objective 2
one and 3 will be findings in a creative way (see Adaptation Inquiry task sheet).
(C&C, P&S, ICT, L) Adaptations Inquiry task sheet
Australian assessed using (Appendix #5)
environment Rubric #1. Enabling: For students who need guidance, give them the
and one environment and/or animal, and prepared research questions.
Class iPad set
Australian Extending: Challenge students to create an accompanying ‘travel
 animal, in brochure’ for their peers, selling their chosen environment from
small the point of view of their animal.
groups. *Remind students of developing clear research questions, effective
note taking skills (only include important information in dot point
3. Deliver a form), and how to identify reliable sources before they begin.
clear, Direct them to Brittanica Kids and Kiddle search engines.
detailed and
creative Conclusion:
presentation 2:30pm 6. At the end of the second lesson, students will present their Rubric #1 (adapted from the
about a (2nd creative product to the class, whilst the teacher makes notes to SCSA Judging Standards, 2016)
particular Explain transfer over to Rubric #1.
Australian L)
animal, in Homework- science journal: Continue to challenge students to
small research and find the most unusual/interesting adaptations,
groups. particularly in birds.
In their science journals, have students research and answer the
following question: What does an ornithologist do?

5E’s- ELABORATE (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 ASSESSMENT TIME TEACHING & LEARNING RESOURCES
LESSON
LINKS LESSON (what & how) EXPERIENCES
Science Science as Science OBJECTIVE (include learner diversity)
Understanding a Human Inquiry Skills KEY QUESTIONS
Endeavour
L7/8 ACSSU043 ACSIS231 SUMMATIVE Class goal (on board): To investigate how different beak shapes help
ACSIS088 birds catch and eat food.
1. Research 1. Objectives 1,
and create at 2 and 3 will be Introduction:
least 2 bird assessed using 1. Add ornithologist to the Word Wall. Student science journals
2.00pm
beaks that Rubric #2. 2. Watch the Aussie Beauties video. As students watch, consider: Class Word Wall
represent a Note: Observe a. What different characteristics did you notice among the
particular student choices Aussie Beauties video
Australian birds?
Australian and use of (play until 2:20):
bird, in particular b. Why might these features be different? (environment, diet)
https://www.youtube.com/
small materials and c. What did you notice about the beaks of the birds? watch?v=JY2E1R6jo6k
groups. equipment 3. In pairs, students will complete the Padlet on the following:
when Think of one Australian bird and identify why it’s beak is shaped how Class iPad with Padlet (1-
2. Predict, determining it is (consider diet, environment, prey, predators) (ICT) 2)
identify grade for O3.
variables Body:
and conduct Safety:
an • Remind students that we NEVER eat or drink anything in science class.
investigation • Be cautious when using sharp tools (cut away from body, don’t run)
to determine • Check with teacher before using hot glue guns and be cautious
the • Wash hands before and after investigation
effectiveness • Always follow teacher direction and think responsibly
of different 4. In groups, students will investigate how different bird beaks help Class grouping chart
bird beaks in 2:15pm them survive, in particular how they help them gather/eat different
eating Bird Beak Experiment
foods found in their natural environment. (N, P&S, C&C)
different write up (Appendix #6)
foods. 5. Go through the task sheet as a class, then students will break off
into groups of 3 and begin researching bird beaks. They will use ‘Food’ items: short pieces
3. Choose the remainder of this lesson and the next lesson to create and test of string in soil, sunflower
and use their bird beaks. While groups work, circulate and prompt. seeds, polystyrene balls in
appropriate a Tupperware container of
equipment Key questions/prompts: water, cut up
safely and - What environment does this bird live in? marshmallows
effectively. - Apart from helping it hunt and eat, why else might the beak be
shaped like that? Range of materials for
bird beaks (e.g. skewers,
Enabling: For students with fine motor difficulty, provide a range of larger
pegs, tongs, tweezers,
materials/equipment to use and manipulate.
pipe cleaners, mesh, hot
Extending: Challenge students to create a range of claws to accompany the
glue gun, sticky tape,
bird beaks, and test how these might also help to catch and eat foods.
PVA glue)
Conclusion:
6. At the end of the second lesson, groups will combine with another
2:40pm group (who investigated different birds). They will share their Timers (1-3)
(2nd experiences/results and discuss why results may have varied. They
Elaborate (Activity adapted from
will use the reflection questions on the task sheet to guide this
L) Adventist Education)
discussion.

Homework/Science Journal reflection questions: Rubric #2 (adapted from

1. What did I learn during this investigation? the SCSA Judging
2. Was my hypothesis correct? What could be the reason for this? Standards, 2016)
3. How could I improve this investigation?
4. How else could I present my findings?
Words to find definitions for: survival, instinctive behaviours, learned
behaviours
 5E’s- EVALUATE (2 lesson)
• To provide opportunities to review and reflect on their learning about animal adaptations and represent what they know about animal adaptations in different environments
• Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TIME TEACHING & LEARNING RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES
Science Science as a Science (include learner diversity)
Understanding Human Inquiry Skills KEY QUESTIONS
Endeavour
9/10 ACSSU043 ACSHE217 ACSIS093 SUMMATIVE Class goal (on board): Apply my knowledge of animal
adaptations in different environments to create a new animal. Students science journals
Class Word Wall
1. Identify at least 3 1. Objectives 1, Introduction:
physical 2 and 3 are 2:00pm 1. Briefly share definitions of survival, instinctive behaviours Alien creature image
features/adaptations assessed using and learned behaviours and add them to the Word Wall. (Appendix #7)
of an Australian Rubric #3. 2. Show students the creature image on the Smartboard and ask Source: Queensland
animal, Whilst students Museum, 2019.
them to identify at least 3 observable features and their use.
individually. prepare their This will be done in a think-pair-share (1 min. to think, 2
projects,
2. Draw and labels mins. to share and then discuss as a class). (P&SC, C&C)
observe and
a creative, relevant prompt Key prompts/questions:
and effective thinking - Would this creature be suited for a hot or cold environment?
animal for a new processes, in - What sort of food would you imagine this creature would eat?
environment, particular their - What features would help protect it from predators? What
individually. ability to apply features would help it find and catch prey? (high eyes, claws,
biological fangs, dull colours to camouflage)
3. Present a clear science Body:
and comprehensive knowledge in a 2:15pm 3. In groups of 4/5, students will each write an animal on a slip Whiteboard and markers
drawing and report new context. Empty cups/hats (one per
of scrap paper and place it in a plastic cup/hat, and write a
on an animal Make group)
suitable for a different environment (e.g. reef, desert, coast, wetland,
anecdotal notes Scrap pieces of paper
particular on this. rainforest) on another slip of paper and place it in a different
Student lead pencils
Australian cup/hat. (S)
environment. 4. Students will take turns choosing an animal and environment. (Lesson adapted from
Their task has two components (see task sheet): Adventist Education)
a. Consider the features/adaptations your animal would
need to survive in this new environment. Draw/label New Home for Australian
your animal with the appropriate adaptations. Animals Task sheet
(Appendix #8)
*Remind students of the importance of clearly labelling diagrams
Student science journals
(inform the class that they will be doing a gallery walk so their
creature’s features needs to be clear).
b. You have been studying your animal over the past
month, and will need to write at least a one page
observation detailing your animal’s
features/characteristics. (C&C, L)
2:20pm 5. Students will have the rest of this lesson and the following
lesson to work on their animal project. Drawings should first
be done in pencil and should include as much detail as
possible. Encourage creativity and originality!

Enabling: Students can draw an existing animal and identify its

features in its natural environment. For students who have
difficulty understanding English, provide a range of resources to
support their research (including various search engines and
information packs).
Extending: In their observations, students consider what would
happen if a man-made influence was introduced to the
environment and write a narrative of the changes their animal
would experience (e.g. deforestation, bushfire).
Conclusion:
6. Towards the end of the second lesson, display the
2:40pm
(2nd drawing/observation sheets around the classroom. Play the
Evaluate nature sound effect as students complete a gallery walk to see Nature sound effects
L) their peers’ creations. Each student will be given a peer they playing through
will need to complete a 2 Stars and a Wish slip for. After Smartboard speakers:
approx. 7 mins, students will meet with their peer and share https://www.youtube.com/
constructive/supportive feedback. (P&SC) watch?v=xNN7iTA57jM
7. Revisit the Question wall from the first Engage lesson. As a
class, read out and share new knowledge/ideas/experiences 2 Stars and a Wish slips (1
about these questions. per student)

Homework- science journal reflection questions (C&C):

1. How would I define ‘animal adaptation’? Examples?
2. What are 3 new things that I have learnt about animal Rubric #3 (adapted from
adaptations during this course? SCSA Judging Standards,
3. What have I learnt about investigating in the science classroom? 2016)
4. What do I still wonder about animal adaptations?
Students should also ensure their glossary is up to date according Student science journals
to the class Word Wall.