Primary Science FPD

Australian Curriculum: Science (Year 5)

Sub-strands Content Descriptions Achievement Standard
Biological  Living things have structural features and adaptations that help them to survive in By the end of Year 5,
sciences their environment (ACSSU043) students classify substances
according to their observable
Chemical  Solids, liquids and gases have different observable properties and behave in properties and behaviours.
sciences different ways (ACSSU077)
They explain everyday
phenomena associated with
Earth and  The Earth is part of a system of planets orbiting around a star (the sun)
(ACSSU078) the transfer of light. They
space sciences describe the key features of
 Light from a source forms shadows and can be absorbed, reflected and refracted our solar system. They
Physical analyse how the form of
sciences (ACSSU080)
living things enables them to
Nature and  Science involves testing predictions by gathering data and using evidence to function in their
development of develop explanations of events and phenomena environments. Students
science  Important contributions to the advancement of science have been made by people from a discuss how scientific
range of cultures (ACSHE081) developments have affected
people’s lives and how
Use and  Scientific understandings, discoveries and inventions are used to solve problems science knowledge develops
influence of that directly affect peoples’ lives (ACSHE083) from many people’s
science  Scientific knowledge is used to inform personal and community decisions (ACSHE217) contributions.

Students follow instructions

to pose questions for
Questioning  With guidance, pose questions to clarify practical problems or inform a scientific investigation, predict what
and predicting investigation, and predict what the findings of an investigation might be might happen when variables
(ACSIS231)
Australian Curriculum: Science (Year 5)
Sub-strands Content Descriptions Achievement Standard
Planning and  With guidance, plan appropriate investigation methods to answer questions or are changed, and plan
conducting solve problems (ACSIS086) investigation methods. They
 Decide which variable should be changed and measured in fair tests and accurately use equipment in ways that
observe, measure and record data, using digital technologies as appropriate are safe and improve the
(ACSIS087) accuracy of their
 Use equipment and materials safely, identifying potential risks (ACSIS088) observations. Students
Processing and  Construct and use a range of representations, including tables and graphs, to construct tables and graphs to
analysing data represent and describe observations, patterns or relationships in data using digital organise data and identify
and technologies as appropriate (ACSIS090) patterns. They use patterns in
information  Compare data with predictions and use as evidence in developing explanations their data to suggest
(ACSIS218) explanations and refer to data
Evaluating  Suggest improvements to the methods used to investigate a question or solve a when they report findings.
problem (ACSIS091) They describe ways to
improve the fairness of their
Communicating  Communicate ideas, explanations and processes in a variety of ways, including
methods and communicate
multi-modal texts (ACSIS093)
their ideas, methods and
findings using a range of text
types.
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait
 Numeracy
Islander histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement
 Critical and creative thinking
with Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding

English
Literature:
Understand, interpret and
experiment with sound devices
and imagery, including simile,
metaphor and personification, in
narratives, shape poetry, songs,
anthems and odes (ACELT1611)
Literacy:
Plan, rehearse and deliver
presentations for defined
audiences and purposes
incorporating accurate and
sequenced content and
multimodal elements
(ACELY1700)
Humanities & Social Sciences
Questioning & Researching Skills:
Record selected information and/or
data using a variety of methods (e.g.
use graphic organisers, paraphrase,
summarise) (WAHASS53)
CONCEPT MAP
Technologies
Design and Technologies:
How people address competing considerations when designing products, services
and environments (ACTDEK019)
Identify available resources (WATPPS28)
Develop and communicate alternative solutions, and follow design ideas, using
annotated diagrams, storyboards and appropriate technical terms (WATPPS29)
The Arts
Concept: Physical Science, Light Term: Visual Arts:
4 Weeks: 1-5 Use of techniques, art processes,
and experimentation with art
forms, such as digital imaging,
screen printing or illustration
Maths (ACAVAM115)
Measurement & Geometry:
Describe translations, reflections and
Drama:
rotations of two-dimensional shapes. Experimentation and refinement
Identify line and rotational symmetries
of ten (10) elements of drama
(ACMMG114) when creating improvised,
devised or scripted drama
(ACADRM036)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 4/1-5 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about light
 To elicit students’ questions/ prior knowledge about light
 Diagnostic assessment used- in this lesson you will find out what the students already know about light. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

(ACSS (ACSIS2 Explain what light Introduction Why is light A2 paper

1 DIAGNOSTIC
U080) 31) is.  Introduce the topic of light through the video important to
Sources of light. us?
Checklist using
Describe three https://www.youtube.com/watch?v=d65mdT
the lesson
sources of light. What are
objectives. JaJTI
different
sources of
Body
light?
 Students split into groups and brainstorm
what they know about light.
 Pose the key questions too students.
 Introduce the design brief “Year 5 Shadow
Puppet Show”.

Conclusion
 Ask student what they now know about
light.
 Ask students what they would like to learn
about light.

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of light
  To support students to investigate and explore ideas about light
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSS Explain how a Introduction How did you Torches
22 FORMATIVE
U080) shadow is formed.  Introduce key terminology for the topic: make the Blankets
Reflection, Refraction, Absorption and shadow? Camera/iPad
Checklist using
Describe how light Shadow. Mirrors
the lesson
from a torch How did the Black card
objectives.
interacts with Body mirror and List of Shapes
different materials. Activity 1: Shadow Puppets the black Worksheet
 Students will go into forts made earlier. card interact
with the
 Students will be given a list of shapes, light?
using their hands they will make each of the
shapes in the form of shadows.
 Students take a photo of each shadow and
airdrop it to the teacher.

Activity 2: Observing Light

 Students shine a torch onto a black piece of
paper, a mirror and another material of their
choosing.
 Students write down what they observe and
draw what they see.

Conclusion
 Ask students what they learnt from the
activities.
 Explain what key terminology was used for
the activities.

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills
(ACSS (ACSI Define and Introduction How are Glasses of
3 FORMATIVE
U080) S218) describe refraction.  Introduce the topic of rainbows through the rainbows water
video “How do rainbows form”. created? White Paper
Explain how Checklist using https://www.youtube.com/watch?v= Torches
rainbows are the lesson What is light Periscope
formed. objectives. Body made up off?
 Students work in pairs and each get a glass
What is a
of water.
wavelength?
 Students use different light sources such as
torches or sun, and position the water in
different locations about a white piece of
paper.
 Students must attempt to create a rainbow.

Extension
 Students use a periscope they have
previously created.
 Change the colour of the piece of paper.

Conclusion
 Ask students why a rainbow was created,
pose the key questions.

5E’s- ELABORATE (1-2 lessons)

 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSS (ACSI Identify the Introduction Coloured A2
4 SUMMATIVE
U080) S091) properties of  Watch the video “How a camera works” paper
reflection of light. https://www.youtube.com/watch?v=7gmTY Scissors
(ACSI Science Inquiry Glue
R0QKqU
S086) Explain how light is Skills Rubric Does the size Tracing paper
used in the Body of the pinhole Cardboard
processing of Checklist using effect the Boxes
 Students research the various designs of
images. the lesson image? Torches
objectives. pinhole cameras.
Tape
 Students plan and build a pinhole camera How is an Juice cartons
of their own design (individual or pairs). image Investigation
 Students use the camera to investigate created? worksheet
reflection of light.
 Students observe and record their findings.

Extension
 Sketch the light rays and depict how the
light creates the image.

Conclusion
 Ask students what they found out from the
investigation.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about light and represent what they know about light
 Summative assessment of science understanding
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills
(ACSS (ACSI Explain reflection, Introduction What is Posters
5 SUMMATIVE-
U080) S093) refraction,  Reflect on the key terminology: Reflection, reflection? Mix and match
absorption and Science Worksheets
Refraction, Absorption and Shadow.
shadows. Understanding What is
Body refraction?
Explain what light Mark the review  The teacher gives students a mix and
is made up off. sheet match key terminology game. In their What does it
mean when
groups students match the correct light
Checklist using light is
terminology with the correct definition. The absorbed?
the lesson
first group to match them together correctly
objectives.
gets a prize. How is a
 Students create posters in groups about all shadow
they have learnt about light. created?
 Students answer the review worksheet
individually.

Conclusion
 Ask students what their favourite part of the
unit was.