Year 5 Science

Course and Assessment Overview 2019

Week Content Assessments
Term
1
WEEK
1
BIOLOGICAL SCIENCE – Desert Survivors
Lesson 1 – Deadly deserts?
discuss Burke and Wills’ exploration of Australia
⦿ identify structural features of desert environments
⦿ explain what structural features they think help living things survive in a desert.
Diagnostic assessment
⦿ Science journal entries
⦿ Class discussions
⦿ TWLH chart contributions
2 Lesson 2 – Dodging desiccation
Session 1 Bagging leaves
⦿ explore how plants lose water through their leaves
Session 2 Soaking cloths
⦿ work in teams to investigate if cloths with smaller
surface areas lose less water

Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ TWLH chart contributions
⦿ Annotated drawings

⦿ ‘Comparing plants and animals’ (Resource sheet 2)
⦿ ‘Surface drying investigation planner’ (Resource sheet 3)

3 Session 3 – Moist in the middle
⦿ display their results using a graph and use it to make predictions
⦿ make evidence-based claims on whether having
smaller leaves helps plants to survive in deserts.
4 Lesson 3 – Way too warm
work in teams to investigate whether increasing surface area increases heat loss
⦿ discuss and compare their results from the
investigation

Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ TWLH chart
contributions
⦿ ‘Comparing plants and animals’

(Resource sheet 2)
⦿ ‘Surface cooling
investigation planner’
(Resource sheet 4)

5 Lesson 4 – Colourful creatures
Session 1 – Perpicacious predators
⦿ work in teams to investigate whether being
camouflaged helps living things survive in deserts
⦿ discuss and compare their results to make
evidencebased claims.
Session 2 Ravishing or ridiculous?
⦿ discuss claims explaining why some animals are not
camouflaged.
Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ TWLH chart
contributions
⦿ Camouflage
investigation planner’
(Resource sheet 5)
⦿ ‘Peacock tales’
(Resource sheet 6)
6 Lesson 5 – Ships of the desert
identify why camels were used for explorations of
Central Australia
⦿ make claims about which structural features help
camels to survive in desert environments
⦿ discuss behavioural and structural adaptations.
Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ TWLH chart
contributions
⦿ ‘Our ideas’ (Resource sheet 7)
⦿ ‘Camel features’
(Resource sheet 8)
7 Lesson 6 – Species specialists
work in teams to plan and conduct research into a
particular desert species
⦿ consider how to make evidence-based claims about
desert adaptations.
Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ TWLH chart
contributions
⦿ annotated drawings
8 Lesson 7 – Checking claims
⦿ identify questions for investigation and gather
evidence about adaptations to desert environments
⦿ work in teams to plan and conduct their investigation
⦿ observe, record and share the results of their
investigation.
Summative assessment
of Science Inquiry Skills
⦿ Science journal entries
⦿ Class discussions
⦿ TWLH chart contributions
⦿ ‘Adaptation investigation planner (Resource sheet 9)
9

Lesson 8 – Powerful presentations
⦿ present evidence-based claims about adaptation to
desert environments

⦿ compare and discuss results to
draw conclusions about patterns of adaptation.

Summative assessment
of Science
Understanding
⦿ Science journal entries
⦿ Class discussions

⦿ TWLH chart
contributions
⦿ oral presentations

10 Lesson 9 – Plausible possibilities
⦿ describe the hypothetical adaptation of a new animal to a desert environment
⦿ participate in a class discussion to reflect on their
learning during the unit.
Summative assessment
of Science
Understanding
⦿ Science journal entries
⦿ Class discussions
⦿ TWLH chart contributions
⦿ ‘Many monkeys’ (Resource sheet 10)
⦿ ‘Choosing monkey’s’ (Resource sheet 11)
Term
2
WEEK
1
EARTH AND SPACE – Primary Connections
See The Primary Connections program attached to
weekly program.
Lesson 1 – Model arguments
Represent their current understandings as they:
⦿ identify features of scientific dialogues and debates
⦿ discuss different theories about the movements of
the Earth, Sun and Moon
⦿ contribute to discussions about Earth’s place in
Space
⦿ identify the purpose and features of a science journal and word wall
⦿ contribute to the beginning of a TWLH chart
⦿ work in teams to create orreries to represent their
understanding of the movements of the Earth, Sun and Moon.
Diagnostic assessment
⦿ Science journal entries
⦿ Class discussions
⦿ TWLH chart
⦿ Orreries
2 Lesson 2 – Rising and setting
identify the paths of space objects in the sky as
seen on Earth
⦿ predict what position space objects will be in after an hour and compare observations to predictions
⦿ work in collaborative learning teams to represent their observations as flow charts
⦿ contribute to discussions about their results and how they relate to their everyday lives.
Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ TWLH chart
⦿ Flow charts
3

Lesson 3 – Going in circles
work in collaborative learning teams to follow a
procedural text to generate observations to test different claims
⦿ record their observations in a table and compare them to ‘real life’ observations from

Lesson 2 – “RELOOK”
⦿ contribute to discussion about their results and
whether the evidence can support different claims
⦿ identify the features and purpose of a role-play, as
well as its advantages and disadvantages as a model to
explain the movement of the Sun, Earth and Moon.

Formative assessment
⦿ Science journal entries
⦿ Class and discussions
⦿ TWLH chart
⦿ ‘Role-play observations’ (Resource sheet 5)
4 Lesson 4 – Galvanising Galileo
review and update their orreries, identifying
observations and evidence that support their point of
view
⦿ read and discuss a text about Galileo
⦿ identify that the Earth orbits the Sun in a year, the
Moon orbits the Earth in a month and the Earth rotates on its axis in a day
⦿ brainstorm space objects present in the Solar System.
Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ TWLH chart
⦿ Orreries
5 Lesson 5 – Chasing constellations
Identify different constellations and the nature of stars
⦿ read and discuss a factual text about Scorpius and
Orion
⦿ work in teams to create models to explain the
observations of the story
⦿ discuss the results of their investigations and how the appearance of constellations at different times of the year supports the model of the Earth orbiting the Sun
⦿ discuss how Indigenous Australians recognised
constellations and used them for various purposes,
including navigation and calendars.
Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ TWLH chart
⦿ Cut-out models from ‘Star-crossed story’ (Resource sheet 7)
6 – 7 Lesson 6 – Solar System scientists
search information on objects in the Solar System
⦿ compare findings and discuss discrepancies in
collected data
⦿ interpret data to create scaled models of the Solar
System
⦿ discuss how different models serve different purposes in science.
Summative assessment
of Science Inquiry Skills
⦿ Science journal entries
⦿ Class discussions
⦿ TWLH chart
⦿ ‘Solar System information organiser’ (Resource sheet 8)
8 – 9 Lesson 7 – Sunning it up
identify that the Earth is part of a Solar System orbiting
the Sun while it rotates on its axis
⦿ support claims about how to explain everyday
observations with evidence in a dramatic dialogue
⦿ contribute to discussions and express their opinions about their learning journey.

Summative assessment
of Science
Understanding
⦿ Science journal entries
⦿ Class discussions

⦿ TWLH chart
⦿ Multimedia text

10 Revision of Semester 1
Term
3
1

PHYSICAL SCIENCE : Light shows
Lesson 1 – Light Ideas
Session 1 Illumination

⦿ discuss what they think they know about light

⦿ share ideas using a think-box strategy

⦿ record ideas on the science chat-board

Session 2 In the dark

⦿ discuss being in the dark

⦿ contribute ideas about what enables us to see.

Diagnostic assessment
⦿ Science journal entries
⦿ Class discussions
⦿ Science chat-board and word wall
contributions
⦿ ‘My thoughts’ (Resource sheet 1)
⦿ ‘In the dark’ (Resource sheet 2)
2

Session 1 – Shining light
⦿ make a peek box to demonstrate how we see objects
⦿ draw a ray diagram showing how light travels through a peek box

Session 2 The travelling light show
⦿ compile a list of light sources
⦿ explore how light travels in straight lines
⦿ investigate the size and direction of shadows.

Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ Science chat-board and word wall contributions
⦿ Ray diagrams
⦿ Labelled diagrams
3 Lesson 3 – Mirror, Mirror
identify that light travels in straight lines
⦿ use mirrors to reflect light in different directions
⦿ use ray diagrams to show the reflection of light by a
mirror.
Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ Science chat-board and word wall contributions
⦿ Ray diagrams
4 Lesson 4 – Make way for the light
explore how the path of light is affected by different
materials
⦿sort materials into transparent, translucent and opaque categories.
Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ Science chat-board
and word wall
contributions
⦿ ‘Passing through?’ (Resource sheet 3)
⦿ I can see the light’ (Resource sheet 4)
5 Lesson 5 – Light illusions
explore the apparent distortion of objects when viewed through water
⦿ work in teams to investigate light passing through a
glass of water
⦿ make claims about why objects appear distorted in
water.

Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ Science chat-board
and word wall
contributions
⦿ Labelled diagrams
⦿ ‘Line of light investigation planner’ (Resource sheet 5)

⦿ ‘Exposing the illusion’ (Resource sheet 6)

6 Lesson 6 – Sneaky spy
construct a periscope to demonstrate light travelling in straight lines and being reflected
⦿ record and represent their understanding of light using a ray diagram and a written description
Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ Science chat-board and word wall contributions
⦿ ‘Periscope pal’ (Resource sheet 8)
7 Lesson 7 – Big shadow, little shadow
⦿ work in teams to plan and set up an investigation of
the height of shadows
⦿ measure the height of a shadow as the distance from the torch to the object changes
⦿ observe, record and interpret results
⦿ explain how a shadow is formed as a result of light
travelling in straight lines.
Summative assessment
of Science Inquiry Skills
⦿ Science journal entries
⦿ Class discussions
⦿ Science chat-board
and word wall contributions
⦿ ‘Shadow height investigation planner’ (Resource sheet 9)
8

Lesson 8 – Light thoughts
Session 1 – Light loop
⦿ review this unit using the science chat-board, word
wall and other resources developed throughout the unit

⦿ participate in a word loop activity

9 Session 2 – Shadow puppets
⦿ create and perform a shadow play to represent their knowledge and understanding of light.
Term
4 1
CHEMICAL SCIENCE: What’s the Matter?
Lesson 1 – What’s the matter?
explore different materials
⦿ vote and explain their ideas on whether they think the materials are solids, liquids or gases
⦿ contribute to the start of a class science chat-board.
Diagnostic assessment
⦿ Voting matters
(Resource sheet 1)
⦿ Class discussions
⦿ Science chat-board contributions
2 Lesson 2 – See how they run!
Session 1 – Looking at liquid
⦿ explore and record in a table the properties of different liquids
⦿ identify properties that are shared by liquids
⦿ discuss how liquids flow and take the shape of their
containers
Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ Science chat-board contributions
⦿ ‘Runny investigation planner’ (Resource sheet 2)
3 Session 2 – Runny races
⦿ discuss how to set up an investigation of the viscosity of liquids
⦿ work in teams to explore the viscosity of materials.
4 Lesson 3 – Solid studies
explore the properties of different solid materials
⦿ record their observations in a table
⦿ identify properties that are shared by solids
⦿ identify that powders are solids based on their
observable properties.
Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ Science chat-board
contributions
⦿ ‘Solid science’
(Resource sheet 3)
5 Lesson 4 – What a gas!
identify that air is a gas and that it takes up space
⦿ work in collaborative learning teams to change one
variable in a fair test investigation about air
⦿ compare air and water and discuss how gases spread out to fill their container.
Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ Science chat-board contributions
⦿ ‘Tissues in a cup’ (Resource sheet 4)
6 Lesson 5 – Sort it out.
discuss claims about solids, liquids and gases
⦿ work in teams to sort materials according to what they have learned about solids, liquids and gases
⦿ read and discuss a text about solids, liquids and
gases.
Formative assessment
⦿ Science journal entries
⦿ Class discussions
⦿ Science chat-board contributions
⦿ ‘States of matter’ (Resource sheet 5)
7 Lesson 6 – Hot stuff
⦿ identify that air is a gas and that it takes up space
⦿ work in collaborative learning teams to change one
variable in a fair test investigation about air
⦿ discuss how the volume of a gas depends on the
temperature.
Summative assessment
of Science Inquiry Skills
⦿ Science journal entries
⦿ Class discussions
⦿ Science chat-board contributions
⦿ ‘Balloon investigation planner’ (Resource sheet 6)
8 Lesson 7 – Mind your matters
create cards to use in a card game about solids, liquids and gases
⦿ reflect on their learning during the unit.
Summative assessment
of Science
Understanding
⦿ Science journal entries
⦿ Class discussions
⦿ Science chat-board
contributions
⦿ ‘Matter cards’
(Resource sheet 7)