AC9S5U04 Year 5 Science

AC9S5U04 – Year 5 Science: Chemical sciences

Strand

Science understanding

Substrand

Chemical 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

explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles

Elaborations

• classifying substances as solids, liquids and gases and investigating their properties
• exploring examples that demonstrate that gases have mass, such as blowing air through straws to move objects or using a balance to compare an empty balloon to one filled with air
• using role-play to model the arrangement and motion of particles in solids, liquids and gases
• observing a virtual demonstration of coloured gases being compressed and providing an explanation for the change in colour intensity
• exploring, through guided discussion, ideas about what is between particles
• recognising First Nations Australians’ knowledges and understandings of solids, liquids and gases and how these knowledges are applied in a range of processes and practices, including the extraction of oils, medical therapies and cooking

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.