AC9S5I02 Year 5 Science

AC9S5I02 – Year 5 Science: Planning and conducting

Strand

Science inquiry

Substrand

Planning and conducting

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

plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place

Elaborations

• considering different ways to approach investigations, such as researching, using trial and error, experimental testing, field observations, using digital tools to record observations or development of virtual simulations
• planning and recording the method to be used in an investigation so that it could be repeated by someone else
• making decisions on the variables to be changed, measured and controlled in fair tests, such as measuring the length and size of a shadow formed by different light sources
• using a map or aerial photographs to predict local sites likely to be affected by erosion, and collaboratively planning a field excursion to collect observations
• explaining rules for safe processes and use of equipment and materials, and potential risks to themselves or others when conducting an investigation
• consulting with First Nations Australians to identify local areas that require permission before accessing
• consulting with First Nations Australians to guide the planning of scientific investigations, considering potential risks for field investigations

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.