Australian Curriculum: Science (Year 5)

Sub-strands Content Descriptions Achievement Standard

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

their observable properties and

Chemical  Solids, liquids and gases have different observable properties and behave in different ways behaviours. They explain
sciences (ACSSU077) everyday phenomena associated
with the transfer of light. They
Earth and  The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) describe the key features of our
space sciences solar system. They analyse how
the form of living things enables
Physical  Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) them to function in their
sciences environments. Students discuss
how scientific developments have
 Science involves testing predictions by gathering data and using evidence to develop affected people’s lives and how
Nature and
development of explanations of events and phenomena science knowledge develops from
 many people’s contributions.
endeavour (Year 5-6)

Important contributions to the advancement of science have been made by people from a range
Science as a human

science
of cultures (ACSHE081)
Students follow instructions to
 Scientific understandings, discoveries and inventions are used to solve problems that directly pose questions for investigation,
Use and predict what might happen when
influence of affect peoples’ lives (ACSHE083)
science  Scientific knowledge is used to inform personal and community decisions (ACSHE217) variables are changed, and plan
investigation methods. They use
equipment in ways that are safe
and improve the accuracy of their
observations. Students construct
 With guidance, pose questions to clarify practical problems or inform a scientific investigation, tables and graphs to organise data
Science inquiry skills (Year

Questioning
and predicting and predict what the findings of an investigation might be (ACSIS231) and identify patterns. They use
patterns in their data to suggest
Planning and  With guidance, plan appropriate investigation methods to answer questions or solve problems explanations and refer to data
conducting (ACSIS086) when they report findings. They

5-6)

Decide which variable should be changed and measured in fair tests and accurately observe, describe ways to improve the
measure and record data, using digital technologies as appropriate (ACSIS087) fairness of their methods and
 Use equipment and materials safely, identifying potential risks (ACSIS088) communicate their ideas, methods
Processing and  Construct and use a range of representations, including tables and graphs, to represent and and findings using a range of text
analysing data describe observations, patterns or relationships in data using digital technologies as appropriate types.
and (ACSIS090)
 Australian Curriculum: Science (Year 5)
Sub-strands Content Descriptions Achievement Standard
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
 Numeracy
histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement with
 Critical and creative thinking Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
 English
Choose a living thing from the
list the teacher will have and
research their structural
adaptations to the environment
they live in and present it in a
detailed report.
Science / Technology & Enterprise
Create a life cycle of a chosen plant and present this in a
diorama.
Geography
Research the differences
between animals that live in
hot climate water region
and cold water regions.
CONCEPT MAP Maths
(option 1)
Religious Education / Spiritual Education From a given list of animal s
Discuss the references to living animals in the students choose an animal that
bible. has adaptations to fit their
environment and collect and
Discuss them in terms of their environment and
graph the population results on
any adaptations they would have to survive in
said environment.
different countries.
Concept: Biological science: Living things structural
adaptations to their environment. Term: 2 Weeks: 1-
©The University of Notre Dame 2010 developed by C McGunnigle
5
Health & Physical Education
In groups choose an Australian animal located in
the desert and create a movement, dance piece to
show the animal in its environment.
History The Arts
Local indigenous elder come Using recycled materials build a
into class and look at local flora replica, life like statue of a chosen
and fauna using knowledge of living thing that makes adaptations
local indigenous tribes past how to its environment.
they used and ate these living
things.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1/1 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science/ biological science

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 Living things and their adaptations
 To elicit students’ questions/ prior knowledge about living things and their structural adaptations.
 Diagnostic assessment used- in this lesson you will find out what the students already know about biological science and living things. 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
11 (ACSSU (ACSIS2 Students can list the DIAGNOSTIC Introduction What is Stuffed animals-
043) 31) types of biological • Students come into class and watch the YouTube video on biological camel, cactus,
science. Exit slip- students biological science. science? fox, mushroom,
complete exit slip Turn to the person next to you what is biological science? elephant
Students discuss and online in last 10 • Class discuss biological science what it is and what it What is a
complete worksheet minutes of class. includes, sharing with the class and partners. structural https://www.yout
on what structural Answering Body adaptation? ube.com/watch?v
adaptations are in questions about • Teacher then pulls out a number of stuffed toys, plants at =oID1h-zL-
regards to their living what they have the front of the class, What do all these items have in Why do animals uw&feature=yout
item. learnt and what common? (Wait time) (class discussion) All these animals have structural u.be
biological science have adaptations that help them live in their environment. adaptations?
is. • Student then watch the following YouTube Video on Living https://www.yout
Things Change: Crash Course Kids. Why do plants ube.com/watch?v
(Helpful focus • Students in groups complete the research questions on the have structural =xDSFlRunlrU&fe
questions for next worksheet, asking them to research the items from the front adaptations? ature=youtu.be
week’s class) using their research skills and laptops to answer the
following questions and discuss the living things adaptations, Worksheets for
each group has a different item. the class
Conclusion
• Groups share their findings about the living things they Laptops
researched from the information on the worksheets, very
basic and quick class sharing. Exit slip link for
• In the last 10 minutes students complete the exit slip for class.
the class reflecting on what they have learnt.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of living things adaptations
 To support students to investigate and explore ideas about structural adaptations
 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
2 (ACSSU (ACSIS0 FORMATIVE Introduction What is biological Class laptops
043) 86) Students conduct • Students complete word wall on lesson Weebly page, recap science?
experiment on animal Anecdotal on last week’s content about what biological science is and Match cards
(ACSIS0 adaptations. notes- Teacher what is meant by living things adaptations? Class shared How does the Resources
87) has a class list discussion. adaptation assist in
Students analyse to complete Body survival for the Thermometer
(ACSIS0 website and sources anecdotal notes • Teacher has organised three activities for today’s class- the organism? Per Group
88) for reliability. on students teacher will split the class into three groups and each group
interactions starts at a station has 10 minutes to completes the activity and What classifies the
adaptation to be Large
and lesson moves to the next. While the students are completing the Container Per
structural?
objectives that activity the teacher is supervising the investigation station and Group
they have met. observing the class.
What adaptation
Activity 1- Matching. Cards
would an animal Small
Students are given a series of card packs, they must then require if it was to
match the animal picture to the information on the card. Using Container Per
migrate from living Group
a selection of literature and websites to help solve. on land to living in
Ask students to further more group the animals into categories the water?
of their own choice, e.g.: Water
• Animals with wings How does the size of
• Predators the ears regulate the Timer/Clock
• Animals who swim Elephants body
Activity 2- cool down investigation temperature?
Students will be exploring how the Desert Elephant adapts to Fact or fiction
the hot environment and is able to regulate its temperature to google slides
How has this
avoid overheating. structure feature
SAFETY enabled the Desert
• Ensure that students are seated and not walking around during Elephant to live in a
the experiment.
hot climate?
• Students must take turns whilst handling the equipment.
• The teacher will prepare the water to ensure it is at a safe
temperature.
• If there is a spillage of water make sure you clean it up straight
away using a mop or paper towel.
• The teacher will demonstrate how to hold the thermometer
 safely.
Avoid having electronics close to the water.
Activity 3- Fact or fiction
Using the google slides students must choose one animal to
investigate and debunk the ‘facts’ written about them. Using
their research skills and the attached websites to help.
• Ensure students are grouped according to needs
• Enabling and extending students are paired with someone
who will challenge their thinking
(The instructions and further explanation of the activities will
be found on the Weebly website under activities for students
to access on their computers while completing the session.)
Conclusion
Students will finish off the lesson with the summary questions
and discussing in a pair and sharing as a class.
What they found interesting about the investigation?

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
3 (ACSSU (ACSIS0 FORMATIVE Introduction What is meant Desert elephant
043) 86) Using their research Class discussion on the purpose of the cool down by living things slides
skills students research Checklist of specific experiment. Why was that interesting? Share. Did what we structural
animals that have lesson objectives expected to happen, happen? adaptions? Results from
physical adaptations to for the teacher to Body investigation
cool themselves down. mark off as Discuss how the size of the elephants ears help regulate body Can you list an
students are temperature. animal and Laptops
Effective research completing their Students will then be using their knowledge about desert plant? Discuss
skills, students can work on a class elephants and their adaptations to the environment to their Class google
discuss why the google document. complete a further investigation temperature in the hot adaptations. document
website they are using climate. Research into other animals that have the same
is reliable. adaptation, regulating body, using their results from the
previous investigation into desert elephants, each person has
a shared google document to collect their findings.
- Students also need to decide which resources work
best, what websites are appropriate and which are
 not.

Conclusion
With the person next to them students share their animal
and what adaptation they have, why they have found this
interesting? Some share with the class.

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
4 (ACSSU (ACSIS0 Students can define SUMMATIVE- Introduction What surface Investigation
043) 88) what independent, Science Inquiry Students discuss the last investigation into desert elephant area cooled template
dependent and Skills body regulations- discuss as a class the Hypothesis: An idea down the
(ACSIS0 controlled variables or explanation that is tested through study and fastest? Thermometer Per
87) are. Student self experimentation. Group
reflection created Independent Variable: The variable that is being changed in Predict what is
Students conduct and for them to make the experiment. going to
record results from themselves in Dependant Variable: The variable being measured and happen. Large Container
investigation 2. regards to science tested. Per Group
inquiry skills. Plus Controlled Variable: The variable that isn't changed Do you still
safe and effective throughout the experiment. agree with the Small Container
science Body reasons you Per Group
investigation skills. In groups of three students will be conducting the same provided for
investigating but choosing to change one of the variables your Water
(ideal if each group changes a different variable) Discussing predictions?
if the surface area effects the cooling down. Using the
Timer/Clock
teachers investigation document on google documents to
help set out their investigation. Not forgetting to do 3
possible trials for accurate results.
Conclusion
Students discuss their results, animals like the big desert
elephant have big ears that regulate body temperature, if the
surface area is smaller it wouldn’t regulate well enough,
usually the animals ears are in proportion with their body
this can help with the self-regulation.
Students must complete self-reflection before end of class.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about living things adaptations and represent what they know about living things and their environment
 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
5 (ACSSU ACSHE0 Students can define SUMMATIVE- Introduction What is https://www.yout
043) 81 what a structural Science Class finish off discussions from previous lesson about groups biological ube.com/watch?v
adaptation is. Understanding results from investigation 2. science =vnmPdHmRv9o
Class watches a YouTube video on animal adaptations, with &t=29s
Students can define Rubric created to the people in your group define biological science? What is meant
what biological science mark students on Define What a structural adaptation is? by adaptation? word wall
is. their science Body
understanding and Discuss the difference in results from investigation 1 and 2-
contribution to what variables did you change? What did other groups have?
class discussions. What assumptions can we make from that?

After completing the investigation students will now be given

a design brief for a project that includes looking further into
the desert elephants.

From their findings in the previous lessons about desert

elephants students will then need to research and design
environment and how to create a zoo enclosure that suits
this animal.

Conclusion
Students complete another word wall- this time they should
write everything they understand about biological science
and animal adaptations.