AC9S5U01 Year 5 Science

AC9S5U01 – Year 5 Science: Biological sciences

Strand

Science understanding

Substrand

Biological sciences

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

examine how particular structural features and behaviours of living things enable their survival in specific habitats

Elaborations

• identify physical and behavioural characteristics that enable a plant or animal to survive, such as being able to see in dim light and being nocturnal
• exploring features of plants and animals that enable them to survive in Australia’s desert environments, such as bottle (or boab) trees and the water-holding frog
• investigating how camouflage is used by animals to hide from predators and to ambush prey
• using physical or digital simulations to explore how the shape of animals’ body parts, such as the beak of a particular bird species, influence their ability to find food and survive in a given environment
• investigating First Nations Australians’ knowledges of the structural features of certain species and how those features can be exploited

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.