AC9S5I04 Year 5 Science

AC9S5I04 – Year 5 Science: Processing, modelling and analysing

Strand

Science inquiry

Substrand

Processing, modelling and analysing

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

construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships

Elaborations

• using annotated digital photography or field sketches to describe structural features of plants or animals
• constructing a column graph to illustrate the relationship between predation and an animal feature such as colour as indicated by a simulation, and using values to represent the outcomes of repeated simulations
• modelling landscapes using materials such as sand, gravel, soil and rocks to show effects of erosion by water
• constructing labelled ray diagrams to represent observations and compare how light interacts with different objects
• using maps to identify patterns in erosion site locations or aerial photographs to show effects of erosion over time

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.