Year 5

Communicating matters

Students learn about solids, liquids and gases, determine their properties and consider how their particulate arrangement relates to their properties and behaviour. They study science communication to communicate what they have learned.

'Communicating matters' is one of our new teaching sequences for AC V9

  • On the 'Sequence overview' tab you'll find all the lessons in this sequence and curriculum alignment.
  • The 'Our design decisions' tab shows how key scientific ideas develop over the sequence, and shows how the sequence addresses curriculum achievement standards.
  • Have you taught this sequence? Use the Feedback button to let us know how it went!

Launch

Lesson 1 • Solid, liquid or gas?

This lesson introduces the context and content of this teaching sequence: exploring solids, liquids and gases, the scientific theory that explains their behaviour (the particle model), and the substances that are sometimes difficult to categorise.

Launch
Communicating matters

Inquire

Lesson 2 • What is a liquid?

Students undertake a hands-on exploration to determine the properties of a liquid.

Inquire
Communicating matters

Lesson 3 • Searching for solids

Students undertake a hands-on exploration to determine the properties of a solid.

Inquire
Communicating matters

Lesson 4 • What a gas

Students undertake a hands-on exploration to determine the properties of a gas.

Inquire
Communicating matters

Lesson 5 • Hot air

Students plan and conduct a fair-test investigation to determine if the observable properties of a gas change with an increase in temperature.

Inquire
Communicating matters

Lesson 6 • Playing particles

Students participate in a role-play to explore the arrangement of particles in solids, liquids and gases (the particle model).

Inquire
Communicating matters

Lesson 7 • Questioning communicators

Students prepare to undertake the role of science communicators by re-examining substances, considering what questions their audience might ask about them, and preparing possible responses and further questions to ask.

Inquire
Communicating matters

Act

Lesson 8 • Communicating science ideas

Students consolidate their learning by creating a text to communicate the science ideas they have learned.

Act
Communicating matters

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Curriculum and syllabus alignment

Achievement standards

By the end of Year 5 students 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.

Australian Curriculum V9 alignment

Science as a human endeavour

Science understanding

Science inquiry