AC9S5I01 Year 5 Science

AC9S5I01 – Year 5 Science: Questioning and predicting

Strand

Science inquiry

Substrand

Questioning and predicting

This Content Descriptor from Year 5 Science provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

pose investigable questions to identify patterns and test relationships and make reasoned predictions

Elaborations

• posing questions that can be investigated scientifically, such as: ‘Do all animals which live in desert habitats have ways to survive without water?’
• acknowledging and using information from First Nations Australians to guide the formulation of investigable questions about structural features and behaviours of living things
• posing investigable questions about landscape features and how they were changed by weathering, erosion, transportation or deposition
• asking questions and making predictions to test relationships, such as: ‘Will there be more erosion of steeper slopes? Will this organisation of mirrors enable me to see around corners? Are animals that camouflage well more likely to survive predation?’
• making reasoned predictions about the habitat a plant or animal lives in or the observable effect of light interacting with an object

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASSCIY5

Year 5 Science Achievement Standard

By the end of Year 5 students explain how the form and behaviour of living things enables survival. They describe key processes that change Earth’s surface. They identify sources of light and model the transfer of light to explain observed phenomena. They relate the particulate arrangement of solids, liquids and gases to their observable properties. They describe examples of collaboration leading to advances in science, and scientific knowledge that has changed over time. They identify examples where scientific knowledge informs the actions of individuals and communities. Students plan safe investigations to identify patterns and relationships and make reasoned predictions. They identify risks associated with investigations and key intercultural considerations when planning field work. They identify variables to be changed and measured. They use equipment to generate data with appropriate precision. They construct representations to organise data and information and describe patterns, trends and relationships. They compare their methods and findings to those of others, identify possible sources of error in their investigation, pose questions for further investigation and draw reasoned conclusions. They use language features that reflect their purpose and audience when communicating their ideas and findings.