AC9S5I06 Year 5 Science

AC9S5I06 – Year 5 Science: Communicating

Strand

Science inquiry

Substrand

Communicating

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

write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate

Elaborations

• exploring how language features such as vocabulary and sentence structure help shape a text and give it meaning
• acknowledging and exploring First Nations Australians’ ways of representing and communicating information about anatomical features
• developing a digital presentation to share information about the structural features or behaviours of animals and plants in a particular habitat
• constructing a persuasive text for local council to argue the use of an erosion mitigation strategy in a local area
• co-authoring a scientific report on an investigation into the behaviours of light using appropriate vocabulary, data representations and sentence structures
• exploring whether there is a ‘correct’ way of representing particles and creating an animation to teach other students about the particulate nature of matter

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.