SCIENCE-+5

= YEAR 5 SCIENCE =


 * ** SCIENCE STRANDS ** ||  ** SCIENCE SUB-STRANDS **  ||  ** ELEMENT **  || * ** ELABORATION ** ||  ** GENERAL CAPABILITIES **  ||  ** CROSS-CURRICULA PRIORITIES **  ||
 * Science Understanding || Biological sciences || Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) || * describing and listing adaptations of living things suited for the Australian environment
 * exploring general adaptations for particular environments such as water conservation in deserts
 * explaining how particular adaptations help survival such as nocturnal behaviour, silvery coloured leaves of dune plants
 * comparing types of adaptations such as behavioural and structural || Critical and creative thinking || Sustainability ||
 * ^  || Chemical sciences || Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) || * comparing solids and liquids by investigating differences, such as the ability to flow or maintain shape and volume
 * observing that gases have mass and take up space demonstrated by using balloons or bubbles
 * exploring the way solids, liquids and gases change under different situations such as heating and cooling
 * recognising that some materials such as foam are composite materials and cannot be easily classified as solids, liquids or gases on the basis of their observable properties
 * recognising that substances exist in different states depending on the temperature || Critical and creative thinking ||  ||
 * ^  || Earth and space sciences || The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) || * identifying the planets of the solar system and comparing how long they take to orbit the sun
 * modelling the relative size of and distance between Earth, other planets in the solar system and the sun
 * recognising the role of the sun as a provider of energy for the Earth || Critical and creative thinking || Sustainability ||
 * ^  || Physical sciences || Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) || * drawing simple labelled ray diagrams to show the paths of light from a source to our eyes
 * comparing shadows from point and extended light sources such as torches and fluorescent tubes
 * classifying materials as transparent, opaque or translucent based on whether light passes through them or is absorbed
 * recognising that the colour of an object depends on the properties of the object and the colour of the light source
 * exploring the use of mirrors to demonstrate the reflection of light
 * recognising the refraction of light at the surfaces of different transparent materials, such as when light travels from air to water or air to glass || Critical and creative thinking ||  ||
 * Science as a Human Endeavour ||  Nature and development of science  || Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE081) || * developing an understanding of the behaviour of light by making observations of its effects
 * testing predictions relating to the behaviour of solids, liquids and gases by conducting observational experiments
 * researching how scientists were able to develop ideas about the solar system through the gathering of evidence through space exploration || Critical and creative thinking ||  ||
 * ^  ||^   || Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE082) || * describing how scientists from a range of cultures have improved our understanding of the solar system, such as Copernicus, Khayyám and Galileo
 * researching the different types of scientists who work in teams in space exploration, and Australia’s involvement in space exploration
 * learning how Aboriginal and Torres Strait Islander people used observation of the night sky to assist with navigation || Intercultural understanding, Personal and social competence || Aboriginal Torres Straight Is history and culture ||
 * ^  ||  Use and influence of science  || Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE083) || * investigating how the development of materials such as plastics and synthetic fabrics have led to the production of useful products
 * describing how technologies developed to aid space exploration have changed the way people live, work and communicate
 * exploring objects and devices that include parts that involve the reflection, absorption or refraction of light such as mirrors, sunglasses and prisms || Personal and social competence ||  ||
 * ^  ||^   || Scientific knowledge is used to inform personal and community decisions (ACSHE217) || * considering how best to ensure growth of plants
 * considering how decisions are made to grow particular plants and crops depending on environmental conditions
 * comparing the benefits of using solid, liquid or gaseous fuels to heat a home
 * describing the safety aspects of using gases || Critical and creative thinking, Ethical behaviour , Personal and social competence || Sustainability ||
 * Science Inquiry Skills || Questioning and predicting || With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS231) || * discussing in groups possible situations to investigate
 * applying experience from similar situations in the past to predict what may happen in a new situation
 * sharing ideas about what may happen and why || Critical and creative thinking, Literacy ||  ||
 * ^  ||  Planning and conducting  || With guidance, select appropriate investigation methods to answer questions or solve problems (ACSIS086) || * experiencing a range of ways of finding information and ideas, including internet research
 * considering different investigation methods, including experimental testing, field work and conducting surveys || Critical and creative thinking, ICT, Literacy , Numeracy ||  ||
 * ^  ||^   || Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS087) || * discussing in groups how investigations can be made as fair as possible
 * using the idea of an independent variable (note: this terminology does not need to be used at this stage) as something that is being investigated by changing it and measuring the effect of this change
 * using familiar tools such as rulers, weighing scales and watches to measure objects and events in investigations
 * adding information to tables, graphs and spreadsheets
 * using familiar units such as grams, seconds and metres and developing the use of standard multipliers such as kilometres and millimetres || ICT, Numeracy ||  ||
 * ^  ||^   || Use equipment and materials safely, identifying potential risks (ACSIS088) || * discussing possible hazards involved in conducting investigations, and how these risks can be reduced || Ethical behaviour ||   ||
 * ^  ||  Processing and analysing data and information  || Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090) || * identifying similarities and differences in qualitative data in order to group items or materials
 * describing simple cause-and-effect relationships as shown by trends in quantitative data || ICT, Literacy, Numeracy ||  ||
 * ^  ||^   || Compare data with predictions and use as evidence in developing explanations (ACSIS218) || * sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect || Critical and creative thinking, Literacy , Numeracy ||   ||
 * ^  || Evaluating || Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS091) || * working collaboratively to suggest improvements to the methods used || Critical and creative thinking, Literacy ||   ||
 * ^  || Communicating || Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093) || * using labelled diagrams, including cross-sectional representations, to communicate ideas
 * using a variety of communication modes such as reports, explanations, arguments, debates and procedural accounts, to communicate scientific ideas
 * understanding how models can be used to represent scientific ideas and constructing physical models to demonstrate an aspect of scientific understanding || ICT, Literacy, Numeracy ||  ||