Extended eLearning

Australian Curriculum  Science Year 5
STRAND Earth & Space Sciences: This unit involves students exploring the place of Earth in the solar system and then using this knowledge to look for patterns and relationships between components of this system. They discover how science and technology have advanced understanding of space.	Learning Sequence: ·       exploring knowledge of Earth, other planets and the sun ·       considering Aboriginal and Torres Strait Islander stories related to the solar system ·       researching how the development of optical instruments and technology contributed to the discovery of the planets and major bodies in the solar system ·       gathering and recording data to compare facts about the planets and the sun ·       creating models that show the relative size of and distance between Earth, the other planets and the sun ·       comparing environmental conditions on other planets with those on Earth and hypothesising whether or not life is possible on other planets ·       describing how scientists from a range of cultures have contributed to understandings of the solar system ·       examining how technologies developed to aid space exploration have impacted on society        outlining Australia’s involvement in space            exploration.
	What do I see? Teacher directed learning, No ICT’s, no           allowance for authentic, real life contexts.
Physical Sciences: This unit involves students investigating properties of light and the formation of shadows. Students explore the role of light in everyday objects and devices and consider how improved technology has changed devices	·       exploring sources of light ·       exploring shadow formation and relationships to a light source ·       making predictions and investigating absorption, transmission, reflection and refraction ·       classifying materials as transparent, opaque or translucent ·       drawing simple, labeled ray diagrams ·       relating familiar phenomena (e.g. rainbows) to properties of light ·       considering the role of light in their everyday lives ·       considering the role of light in the functioning of animals and plants (e.g. bees, reptiles, green plants) ·       investigating devices that use light and exploring how improved technology has led to them changing over time ·       researching the contributions of other cultures to the development of optical devices.       constructing a model of a device which uses mirror   lenses and explaining the properties of light it utilises.
	What do I see? Teacher directed learning, No ICT’s, a lot of research assumed through books etc as no mention of ICT resources to use
Chemical Sciences: This unit provides students with opportunities to broaden their classification of matter to include gases and to begin to see how matter structures the world around them. Students investigate the observable properties and behaviour of solids, liquids and gases. They also investigate the development of composite materials to meet the needs of modern society.	·       reviewing and comparing the properties of solids and liquids ·       exploring properties of gases and comparing them with solids and liquids ·       describing safety conditions for handling and using gases in investigation and real-life contexts ·       comparing the range of properties within solids, liquids and gases ·       investigating ways in which solids, liquids and gases change under different conditions ·       examining sublimation (solid to gas) and explaining how this change in state can be useful in everyday situations ·       evaluating some composite materials and their classification in terms of state      appraising the properties and behaviour of some  composite materials in relation to real-life  applications.
	What do I see? No opportunity to pose and answer questions amongst peers, No ICT use, No actual mention of using science labs etc if available, a lot of book and paper/worksheets.