Primary Science FPD

(Year 5)
Australian Curriculum: Science
Sub-strands Content Descriptions Achievement Standard

Biological sciences  Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) Science Understanding
At Standard, students classify solids, liquids and
Chemical sciences  Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) gases according to their observable properties
and behaviours. They describe everyday
phenomena associated with the transfer of
Earth and space  The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) light. Students describe the key features of our
sciences solar system. They analyse how the features of
living things enables them to function in their
 Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) environments.
Physical sciences
Science as a Human Endeavour
 Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and Students discuss how scientific developments
Nature and have affected people’s lives, help us solve
development of science reflects historical and cultural contributions (ACSHE081)
problems and how science knowledge develops
from many people’s contributions.
Use and influence of  Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083) Science Inquiry Skills
science Students follow instructions to pose questions
for investigation and predict the effect of
Questioning and  With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)
changing variables when planning
predicting an investigation. They use equipment in ways
that are safe and improve the accuracy of their
Planning and  Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and
materials safely and identifying potential risks (ACSIS086) observations. Students construct tables and
conducting graphs to organise data and identify patterns in
 Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital
technologies as appropriate (ACSIS087) the data. They compare patterns in
their data with predictions when suggesting
Processing and  Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or
explanations. Students describe ways to
analysing data and relationships in data using digital technologies as appropriate (ACSIS090)
improve the fairness of their investigations,
information  Compare data with predictions and use as evidence in developing explanations (ACSIS218) and communicate their ideas and findings.

Evaluating  Reflect on and suggest improvements to scientific investigations (ACSIS091)

Communicating  Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal
texts (ACSIS093)
 English
Throughout this unit of work there are multiple
links to the English curriculum through Science
Literacy activities:
 Journal: Students will complete literacy based
Throughout this unit of work there are links for students to complete science activities
activities in their science journals, including
written predications and investigation planners.
 Class: Some activities that the class will
participate in that promote literacy are
brainstorms, word walls and research posters.
Direct curriculum links:
 Text structure and organisation: Understand
how texts vary in purpose, structure and topic
as well as the degree of formality (ACELA1504)
 Text structure and organisation: Investigate how
the organisation of texts into chapters,
headings, subheadings, home pages and sub
pages for online texts and according to
chronology or topic can be used to predict
content and assist navigation (ACELA1797)
 Expressing and developing ideas: Understand
the use of vocabulary to express greater
precision of meaning, and know that words can
Throughout this unit of work there are links for students to complete science activities
have different meanings in different
contexts (ACELA1512)
 This unit of work provides opportunities for students to investigate human impacts on
 Phonics and word knowledge: Understand how
CONCEPT MAP The Arts
Throughout this unit of work there
are links between the Visual Arts
curriculum with the Science
Mathematics activities completed:
 Students will complete an A3
that directly link to the Mathematics Curriculum:
drawing or a 3D model of an
 Activities in this unit involve timing during experiments, data collection,
animal of their choice
counting and measurement of materials and interpretation of results.
highlighting the adaptations of
Throughout the journal the data collection of evidence collected during
that specific animal. This is a
investigations is evident.
task which can be enriched with
Direct curriculum links:
Visual Art through allowing the
 Data representation and interpretation: Describe and interpret different data
students to become as creative
sets in context (ACMSP120)
as possible with how their
 Data representation and interpretation: Pose questions and collect categorical
information is displayed.
or numerical data by observation or survey (ACMSP118)
Teacher will address, shape,
colour, space, line and texture
with students before they

Concept: Biological Science - complete.
Adaptations Term: 1 Weeks: 1-6 Direct curriculum links:
 Development and application of
artistic techniques and
Society and Environment processes with:
- shape (convex, concave)
that directly link to the Society and Environment Curriculum: - colour (expressive colours,
natural colours)
animals and their©Thehabits
Universityand
of Notre the role
Dame 2010 weby Call
developed play in maintain the health of the habitats
McGunnigle

to use knowledge of known words, base words, - line (implied lines for
for animals survive. movement and depth)
prefixes and suffixes, word origins, letter Direct curriculum links:
patterns and spelling generalisations to spell - space (shading – creating
 Geography: The impact of bushfires or floods on environments and communities, and
new words (ACELA1513) illusion of depth)
how people can respond (ACHASSK114)
 Creating texts: Plan, draft and publish - texture (textures created
 Communicating and reflecting: Present findings, conclusions and/or arguments,
imaginative, informative and persuasive print with a variety of tools,
appropriate to audience and purpose, in a range of communication forms (e.g. written,
and multimodal texts, choosing text materials, and
oral, visual, digital, tabular, graphic, maps) and using subject-specific terminology and
structures, language features, images and sound techniques; patterning)
concepts (WAHASS61)
appropriate to purpose value (gradations of
 Analysing: Interpret information and/or data collected (e.g. sequence events in -
and audience (ACELY1704)
chronological order, identify cause and effect, make connections with prior knowledge) value)
 Creating texts: Re-read and edit student’s own
(WAHASS56) to create artwork
and others’ work using agreed criteria for text
 Evaluating: Draw and justify conclusions, and give explanations, based on the (ACAVAM115)
structures and language features (ACELY1705)
information and/or data in texts, tables, graphs and maps (e.g. identify patterns, infer
relationships) (WAHASS59)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

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
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

W1 Living At the end of this DIAGNOSTIC Introduction: Does anyone

things
lesson students will be - Take students on a quick walk around the school to know what
L1-2 have
structural able to: explain how different animals are suited to survive in adaptation
features ‘Chalk talk’ – the
Identify at least one their natural environments. Give examples – a Polar Bear means?
and ‘chalk talk’
adaptatio example of an animal has thick layers of fur to protect themselves from the Can you think of
brainstorms will be
ns that adaptation. cold; humans are best suited to land environments any animals
help them used to establish
to survive
Identify one new because we have lungs to breathe air. Give students with
student’s prior
in their vocabulary word to time to explore and find their own examples (they may adaptations?
environm knowledge of
add to a class word not actually see many animals around school, however
ent animal adaptations.
(ACSSU04 wall. being outside will help them think of animals in their
3) natural environments).
Anecdotal notes:
- Introduce the term adaptation. Explain that animals are
Following the
suited to environments because of adaptations they
session notes will
have that allow them to survive in certain environments.
be make based on
Students return the class and share their findings.
student’s responses
to key questions
Body:
and discussions.
- Students complete a ‘chalk talk’ activity. Students are ‘Chalk talk’
divided into five groups. Each group starts with a large question written
piece of paper with one question relating to adaptations on butcher’s
on it. The teacher needs to write the questions on the paper
paper before the lesson begins. Students will have a
short amount of time (2 minutes) to write answers to
the question before rotating the papers around so that
each group gets a turn at answering each question. Read
 out all the questions with the students first to clarify
unknown words. Question examples include:
- What are physical adaptations?
- What are behavioural adaptations?
- How do people adapt to the weather?
- Give an example of how an animal adapts to a cold
environment.
- Give an example of how an animal adapts to a hot
environment.
- Does your behaviour change when you are at
school?
- Give an example of what animals need to do to be
able to live in water.
- Start a science journal for students to individually record
their learning as they progress through the unit. This will
be done in a simple exercise book.

- This next activity is designed to help students to begin Unlaced shoe

formulating hypothesis about how adaptations make an Bowl with 10 pom
organism suited for its environment. Students will poms in it,
investigate usefulness of the opposable thumb and how tweezers
much we rely on it for our daily living. Students work Jar with lid
with a partner and use a timer to find out how long it screwed on
takes them to do the following activities. Each partner Piece of paper on
will record his or her own time on a piece of paper. top of envelope
- Activities include: Piece of paper
- Tie a shoe with pen or pencil
- Use tweezers to pick up 10 pom poms and place
them in a cup
- Unscrew a jar
- Put a piece of paper into an envelope
- Write your name
- Students then repeat the same process without using
their thumb. Students help each other to tape their
thumb against their hand. They should be able to use all
4 fingers, but not their thumb.
- The teacher will ask “I wonder” or “why do you think”
questions as they walk around the room.

Conclusion/closure:
- Class discussion on the mat using the following focus
questions.
- Students need to write one word each that they have How did you do
learnt from this lesson. Each word will be written on a on the activities
 separate piece of card. These words will be added to a when your
classroom wall for students to continuously add to thumb was
throughout the unit. free?
How did you do
Learner diversity: on the activities
- Assisted: During the ‘chalk talk’ activity, groups will when your
consist of mixed abilities for the opportunity for peer thumb was
teaching. taped?
- Advanced: Students can write a reflection based on the What animals
human thumb activity. have opposable
thumbs?
Safety considerations: How does
- When walking around the school students need to be having an
aware of their boundaries and need to be in the opposable
teachers sight at all times. thumb help an
- Students need to move and behave responsibly in the animal in its
classroom to ensure they don’t knock materials off environment?
tables.
- Demonstrate how students should hold sharp, pointy
objects such as tweezers (they are not to be waved
around).
 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
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

W2 Living With At the end of this FORMATIVE Introduction: What habitats Pictures of
things guidance,
lesson students will be - Display a range of pictures of birds and discuss the do they live in? different types of
L3-4 have
structural
pose
clarifying able to: Work samples – following questions. How do they get birds in books, on
features questions Make a prediction food and water? the Internet,
and and make The student’s
adaptatio prediction about what which beak science journals will Body: What do they posters, photos
ns that s about will be the best for become work - Bird beak experiment. Students will do an experiment to use for shelter?
help them scientific investigate how different beak adaptations of birds help
to survive investigati
each food. samples that can be What may For ‘beaks’ –
in their ons (ACSIS Explain how oil on assessed of a them to find food in specific environments. prevent them chopsticks,
environm 231) feathers helps bird. For ‘beaks’ – chopsticks, tweezers, spoons, tongs, from surviving tweezers, spoons,
ent simple checklist
Identify, skewers etc.
(ACSSU04 plan and that is aligned with in their habitat? tongs, skewers
3) apply the the lesson For ‘food’ – string (worms), foam balls in water (fish), etc.
elements seeds, marshmallows (fruit). For ‘food’ – string
of objectives.
scientific Other – trays to put food on, cups to represent the (worms), foam
investigati Questioning – stomach, stop watches. balls in water
ons to i) Discuss the range of ‘beaks’ and ‘food’.
answer Throughout the What do you (fish), seeds,
questions session all ii) Divide students into four groups. think will be the marshmallows
and solve best beak for (fruit).
problems questioning that iii) Assign ‘beaks’ and ‘food’ to each group.
using will occur is iv) Students need to plan their investigation in their each food? Other – trays to
equipmen scaffolded to Why? put food on, cups
t and science journal making sure they include a
materials provide the teacher to represent the
safely and
hypothesis, independent, dependent and controlled stomach, stop
with information
identifyin
on individual variables. They need to draw a table to collect data. watches.
g
potential student v) In each group, two students use a ‘beak’ to collect
risks (ACSI understanding of ‘food’ while the other two time. The students using
S086)
Decide the topic so far in the ‘beak’ have 30 seconds to collect as much ‘food’
variables
to be
the unit. as possible.
changed vi) Students need to record how many pieces of ‘food’
and Checklist - Assess
measured are collected for each ‘beak’ in the data table.
in fair the students’
tests, and investigation plans Feathers (not
observe
to assess students’ - Bird feathers experiment. Students investigate how oil craft feathers) 2
measure
and science inquiry affects feathers. First students draw a feather. Secondly, per group
record skills. Did the they use a magnifying glass to look at each feather Small squirt
data with strand closely. They must explain and draw what they
accuracy student: bottle with water
using digit State a hypothesis? see. Magnifying glass
al i) Brush oil on one of the feathers. The other feathers
technolog
Identify the Coloured pencils
ies as independent will not have any oil.
appropria variable? ii) Spray 1-2 squirts of water on each of the feathers.
te (ACSIS0
87) Identify the iii) Draw and explain your feather with oil and your
dependent feather without oil.
variable?
Identify 3
Conclusion/closure:
controlled What beak
- Discuss the results with students and ask students to
variables? works best for
reflect on how this affects where birds live. Ask students
what food?
to use their knowledge of adaptations to explain how
How might oil
some other animals’ mouths are adapted to feed in
on feathers help
certain environments. This will be done in their science
birds?
journals.

Learner diversity:
Assisted: Groups will consist of mixed abilities for the
opportunity for peer teaching. Assisted students will be given
a template of an investigation planner and a data table.
Advanced: Can extend their investigation plan by including a
labelled diagram, an equipment list and a procedure (how
will you complete the investigation?)

Safety considerations:
- Students need to move and behave responsibly in the
classroom to ensure they don’t knock materials off
tables.
- Ensure students completely understand that nothing in
this lesson is to be consumed as it is part of a science
experiment (unless directly by the teacher).
- Students need to follow their roles in their groups to
minimise all students walking around the classroom.
 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
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

W3 Living At the end of this FORMATIVE Introduction: What are Book – Tiddalik
things
lesson students will be - Read the story Tiddalik the Frog. Tiddalik’s the Frog
L5 have
structural able to: - Ask students to identify Tiddalik’s physical adaptations physical
features State and explain an Work samples – to life in the desert. adaptations to
and The student’s
adaptatio animal with a - Students can also discuss other physical adaptations of life in the
ns that behavioural science journals will other animals. desert?
help them become work
to survive
adaptation. Can you think of
in their State and explain an samples that can be Body: other animals
environm animal with a physical assessed of a - Students will be placed into groups. They are going to with physical Books and
ent simple checklist
(ACSSU04 adaptation. research physical and behavioural adaptations in adaptations? internet access
3) Create an attractive that is aligned with animals. Students can use books and the internet and for students
poster that explains an the lesson record their findings in their science journal. Once research
animal’s physical objectives. students have completed their research they can Coloured card for
and/or behavioural present the information on a poster. At the end of the posters
adaptations. lesson, each group will present their posters to the class.
Checklist – Use
- Students can choose from the following list of animals:
student posters to
- Kangaroo, Giraffe, Polar Bear, Goanna, Fish, Pelican,
assess their ability
Turtles, Birds.
to develop and
- Students need to answer and include the following list of
apply their
questions on their poster:
knowledge to
- What is the name of the animal?
research. Did the
- What country or countries is the animal found in?
student:
- What does the animal eat?
Include responses
- What is the animal’s habitat?
to all the key
- What physical and/or behavioural adaptations does
questions?
the animal have to help it survive in its
Create an attractive
environment?
poster?
- Students will share their posters with the class.

Conclusion/closure:
- Review the answers from the ‘chalk talk’ activity in What are ‘Chalk talk’
lesson 1. The students’ posters will be displayed around physical and activity from
the classroom. behavioural lesson 1
adaptations?
Were some of
Learner diversity: the answers
Assisted: Groups will consist of mixed abilities for the true? Were
opportunity for peer teaching. Assisted students will be given some false? Can
a research template that has the focus questions printed on we answer the
there. question better
Advanced: Students who finish early can include a detailed with our new
drawing of their animal that highlights the adaptations of the knowledge?
animal they researched.

Safety considerations:
- Students need to use the internet appropriately and
should only be on websites that relate to their topic.
- Students need to be resourceful and not waste materials
when making their posters.
- Students need to move and behave responsibly in the
classroom to ensure they don’t knock materials off
tables.
- Students need to follow their roles in their groups to
minimise all students walking around the classroom.
 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
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

W4 Living With At the end of this lesson SUMMATIVE- Introduction: YouTube clips and
things guidanc
students will be able to: Science Inquiry - View YouTube clips of adaptations, or pictures of pictures
L6 have
structural
e, pose
clarifyin Investigate and identify Skills animals from around the world. Discuss the clips and/
features g physical and behavioural photos and ask students to provide any other examples
and questio
adaptatio ns and adaptations of a Cane Work samples – of physical and behavioural adaptations they may have
ns that make Toad or other introduced The student’s thought of after lessons 4 and 5.
help them predicti
to survive ons
species. science journals will
in their about Complete a cause-and- become work Body:
environm scientifi effect chart outlining the - Explain to students that animals often have to change Do you know Cane Toad
ent c samples that can be
(ACSSU04 investig immediate and gradual assessed of a their behaviour when their environment changes. One anything about information
3) ations ( effects of an introduced simple checklist way this may change is when a new type of animal the cane toad? sheets
ACSIS23 moves in. An Australian example of this is the
1)
species on habitats and that is aligned with When was it Cause-and-effect
native animals. the lesson introduction of the cane toad. introduced and sheets
objectives. - Students need to read the information sheets from why?
National Geographic about Cane Toads. They need to Do you know of
investigate and identify physical and behavioural any other
Checklist – adaptations of cane toads and any physical or introduced
Use cause-and- behavioural adaptations that may have happened to species
effect chart to native animals because of the introduction of cane impacting on
assess students’ toads. native animals?
knowledge of - Students need to individually complete a cause-and- e.g. foxes,
adaptations and effect chart (teacher will demonstrate first). Students
ability to apply that are required to think about the effects of the rabbits and
knowledge to introduction of cane toads and other animals on habitats camels
inform decisions. and native animals and add their responses to their
chart. Students should also include some ideas about
what might be done to help get rid of the introduced
species. The teacher may provide some examples e.g.
events to humanely kill toads to reduce numbers.

Conclusion/closure:
- A selection of students can share their cause-and-effect
charts with the class. These will be displayed on a
classroom wall.
- Students can add new words to the word wall and add
their learning and reflections to their science journal.

Learner diversity:
Assisted: All students will be provided with a copy of a
cause-and-effect chart that contains key questions, rather
than making their own.
Advanced: Students who need extending can go onto to
investigate more about introduced species and how native
animals have had to adapt to them. This information could
be used to write class books or community awareness
posters.

Safety considerations:
- Students need to move and behave responsibly in the
classroom to ensure they don’t knock materials off
tables.
 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
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Living At the end of this SUMMATIVE- Introduction: What have you Design briefs
W5 things
lesson students will be Science - As a class, reflect on what has been learned throughout learned (task sheets)
L7-8 have
structural able to: Understanding the unit. Explain to the students that they are going to throughout this
features Design an animal for a begin their final assessment project. unit?
and specific environment. - Explain to students that they are going to begin their What is an
adaptatio Students’ final
Create a drawing or 3D final assessment project. Present them with the design adaptation? Are
ns that assessment pieces
help them model of the designed brief (task sheet). there different
will be marked
to survive animal. - Read through the design brief together. types of
in their using a rubric.
Create a report or - Discuss available resources (identify all the work done adaptations?
environm
persuasive text on throughout the unit that will help the students complete
ent
(ACSSU04 their animal, outlining the task).
3) its external features
and why features help Body:
it adapt to the chosen - Allow students time to research and prepare their Craft materials for
environment. projects. drawing and 3D
models
Conclusion/closure:
- After students have completed their projects the class
will set up the class room for a gallery walk. Students will
display their drawings or 3D models of their animals
along with their report. Students will roam the
classroom to observe their classmates hard work.

Learner diversity:
Assisted: Some students may require scaffolding for
different parts of the project. Provide them with focus
questions to help direct them.
Advanced: In their report, they can include how the
community living in and around the animal’s habitat needs to
consider their actions to protect the animal and its habitat.

Safety considerations:
- Students need to use the internet appropriately and
should only be on websites that relate to their topic.
- Students need to be resourceful and not waste materials
when making their 3D models.
- Students need to move and behave responsibly in the
classroom to ensure they don’t knock materials off
tables.
ASSESSMENT TOOLS:

Lesson 3-4 – Checklist

Assess the students’ investigation plans to assess students’ science inquiry skills.
Key:
 Achieved
 Not achieved

Student Name State a hypothesis. Identify the independent Identify the dependent Identify 3 controlled
variable. variable. variables.
Sarah

Lesson 5 – Checklist
Use student poster to assess their ability to develop and apply their knowledge to research.
Key:
 Achieved
 Not achieved

Student Name State and explain an animal State and explain an animal Create an attractive poster Notes
with a behavioural with a physical adaptation. that explains an animal’s
adaptation. physical and/or behavioural
adaptations.
Must include answers to all
the focus questions.
Sarah
Lesson 6 – Checklist
Use cause-and-effect charts to assess students’ knowledge of adaptations and ability to apply that knowledge to inform decisions.
Key:
 Achieved
 Not achieved

Student Name Investigate and identify physical
and behavioural adaptations of a
Cane Toad or other introduced
species.
Sarah
Complete a cause-and-effect chart Notes
outlining the immediate and
gradual effects of an introduced
species on habitats and native
animals
Lesson 7-8 – Rubric
Students’ final assessment pieces will be marked using a rubric. (Sourced from Great Barrier Reef Marine Park Authority, (N.d.)).
Knowledge and Understanding
Science Understanding
Biological Sciences
The structural features and behavioural
adaptations of the animal and that helps it
to survive in that environment.
A description of the animal’s habitat
(including climate, available shelter and food
sources) and how the animal accesses basic
needs such as water, shelter and food.
______
The student comprehensively describes and
A displays detailed features, characteristics
and behavioural adaptations that are
consistent with an animal in that
environment on both the drawing/3D model
and in the report. They demonstrate that
scientific research has been conducted into
the specifics of the animal’s chosen habitat
______ and provide a comprehensive description of
how the animal accesses basic needs such as
B water, shelter and food.
The student describes and identifies features
______ and behavioural adaptations hat are
consistent with an animal in that
C environment on both the drawing/3D model
and in the report. They demonstrate that
some scientific research has been conducted
into the specifics of the animal’s chosen
habitat and provide a description of how the
animal accesses basic needs such as water,
shelter and food.
Science as a Human Endeavour
Use and influence of Science
Using scientific knowledge considers how
the actions of communities living in and
around the animal and its natural habitat
need to be to protect the animal and its
natural habitat.
The student proposes detailed and
scientifically robust strategies to protect the
animal and its natural environments from
communities living in and around the animal.
The student utilises scientific information
and regionally specific knowledge or
examples to make comprehensive
recommendations.
The student describes scientifically robust
strategies to protect the animal and its
natural environments from communities
living in and around the animal. They utilise
either scientific information or regionally
specific examples to make
recommendations.
Skills
Science Inquiry Skills
Questioning and Predicting
Identifies the characteristics of an
environment and how animals use structural
(external) features and behavioural
adaptations to survive in that environment.
Planning and Conducting
Plans and conducts investigations into the
specific environment, animals that live there
and the impacts that humans who live there
have on the animals and the environment.
Processing and Analysing Data and
Information
Uses information gathered to predict
scientifically plausible solutions to threats.
The student collects a very high level of
relevant and detailed scientific information
gathered and recorded during investigations
to explain and how animals use structural
(external) features and behavioural
adaptations to survive in a specific
environment. They display a very high ability
to draw conclusions about the impacts that
communities can have on animals and their
natural environment and propose at least
three scientifically sound strategies to
reduce these impacts.
The student provides some relevant and
detailed scientific information gathered and
recorded during investigations to plausibly
explain how animals use structural (external)
features and behavioural adaptations to
survive in a specific environment. They
describe the impacts that communities can
have on animals and their natural
environments and propose at least two
scientifically sound strategies to reduce
Evaluating
Reflects upon learning to identify the
connections between animals and their
environment and the impacts that human
can have on both.
Communicating
Constructs a drawing or 3D model of your
animal.
Creates a report explaining the features of
the animals that help it to adapt and survive
in its chosen environment.
The student accurately analyses and
identifies patterns and relationships
between animals and their environment and
the impacts that humans can have on both.
They present information and ideas in a
clear and concise manner clearly linked to
scientific knowledge. They represent their
animals and its external features through a
relevant and accurate drawing or 3D model.
The student describes some patterns and
relationships between animals and their
environment and the impacts that humans
can have on both. They present information
and ideas clearly which link to scientific
knowledge. They represent their animals
and its external features through an
accurate drawing or 3D model.

______
D The student states some features and
behavioural adaptations of an animal in that
environment on both the drawing/3D model
and in the report. They state facts about the
animal’s habitat and how the animal
accesses basic needs such as water, shelter
______ and food.
E to make a recommendation.
______
The student proposes some strategies to
protect the animal and its natural
environments from communities living in
and around the animal which has some
scientific basis. They utilise some scientific
information or regionally specific examples
these impacts.
The student states scientific facts gathered The student identifies a connection between
and recorded during investigations to animals and their environment and the
explain how animals use structural (external) impact that humans can have on both. Some
features or behavioural adaptations to information and ideas displayed are linked
survive in a specific environment. They to scientific knowledge. They represent their
occasionally display an ability to draw animal and its external features through a
conclusions about the impacts that simple drawing or 3D model.
communities can have on animals and their
natural environment and provide at least
one scientifically sound strategy to reduce
these impacts.

References:
Boschen, J & Elliott, J. (2017). 5E Adaptations Science Unit Plan. Available at https://www.teacherspayteachers.com/Product/Adaptations-5E-Science-Unit-

Plan-for-Third-Grade-3750984

Great Barrier Reef Marine Park Authority. (N.d.). Animal Adaptations. Available at http://www.gbrmpa.gov.au/__data/assets/pdf_file/0006/28158/Year-5-

Science-Animal-Adaptations-Version-0.2.pdf

Queensland Curriculum and Assessment Authority. (2011). Year 5 Science Sample Assessment – Adaptations. Available at https://www.qcaa.qld.edu.au/p-

10/aciq/frequently-used-resources/sample-assessments/p-10-science/year-5

School Curriculum and Standards Authority. (2019). Science. Available at https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8