Year 5 Science · AC9S5H02

Investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions

Students connect scientific explanations to possible solutions, compare benefits, risks and uncertainties and recognise that decisions also involve values, cost, equity…

Ready to project and teach

Learning goalsSay it simply

Students connect scientific explanations to possible solutions, compare benefits, risks and uncertainties and recognise that decisions also involve values, cost, equity, ethics and environmental consequences.

Science informs what may happen and how a solution works; decisions also require transparent criteria and consideration of who or what is affected.

Scientific evidence does not automatically select one option. State uncertainties and value judgements rather than hiding them as scientific facts.

A solution can shift a problem elsewhere or create long-term effects. Monitoring and revision are part of responsible decision-making.

Learning routine: Observe → Model → Investigate → Analyse → Explain → Evaluate

Success looks like

  • Identify system components
  • Explain relationships with a model
  • Use evidence from a fair method
  • Apply to a new context
  • Evaluate limits and further questions
Key conceptTeach from the board

Use an evidence-and-values decision framework

QuestionExample considerationneed/problemreduce soil erosionscience evidencevegetation slows runoff and stabilises soiloptionsplanting, barriers, drainage changesbenefits/riskshabitat, cost, maintenance, downstream effectsstakeholderslandholders, community, ecosystemsdecisioncriteria-weighted recommendation

Scientific evidence does not automatically select one option. State uncertainties and value judgements rather than hiding them as scientific facts.

  1. Read every label and identify the quantities, parts or evidence.
  2. Explain the relationship shown—not just the final answer.
  3. Check the conclusion against the original question and units.

Identify unintended consequences

implement solution→monitor intended outcome→observe side effects→identify affected groups/systems→adapt design or policy→continue evidence review

A solution can shift a problem elsewhere or create long-term effects. Monitoring and revision are part of responsible decision-making.

Now transfer the same relationship to a new situation and justify the result with precise vocabulary.

Clean visual examplesOne-page board

Clean one-page examples

AC9S5H02 - Investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions
Example 1

Question Example consideration need/problem reduce soil erosion science evidence vegetation slows runoff and stabilises soil options planting, barriers, drainage changes benefits/risks habitat, cost, maintenance, downstream effects stakeholders landholders, community, ecosystems decision criteria-weighted recommendation

Example 2

implement solution → monitor intended outcome → observe side effects → identify affected groups/systems → adapt design or policy → continue evidence review

Example 3

Question Example consideration need/problem reduce soil erosion science evidence vegetation slows runoff and stabilises soil options planting, barriers, drainage changes benefits/risks habitat, cost, maintenance, downstream effects stakeholders landholders, community, ecosystems decision criteria-weighted recommendation

Example 4

implement solution → monitor intended outcome → observe side effects → identify affected groups/systems → adapt design or policy → continue evidence review

Curriculum examplesCopied content

Content description: investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions.

  • E1: considering how decisions are made to farm particular crops or animals depending on local habitats, such as considering their ability to withstand drought or cold weather
  • E2: examining how communities use knowledge of erosion processes to design landscape features that reduce erosion in fragile environments
  • E3: examining how knowledge of erosion is used by park rangers to design rules such as keeping to the path and not climbing sandstone, and built features such as channel drains on paths, railings and barriers to protect the park environment and First Nations Australians’ heritage sites
  • E4: researching the impacts of light pollution and exploring how communities have used scientific knowledge to reduce light pollution, such as through the use of covered bulbs facing downwards in streetlights, automated systems to turn off streetlights and motion sensors on outdoor lights at home and in public places
  • E5: investigating how and why people used properties of light to design signal lamps to communicate via Morse code and where they continue to be used
Questions and answersWith answers

Core idea: Science informs what may happen and how a solution works; decisions also require transparent criteria and consideration of who or what is affected.

Remember

  • Identify system components
  • Explain relationships with a model
  • Use evidence from a fair method
  • Apply to a new context
  • Evaluate limits and further questions

Important questions

  • Define stakeholder. Explain using the model or evidence above.
  • Separate evidence/value. Explain using the model or evidence above.
  • Name an unintended effect. Explain using the model or evidence above.
  • Compare options by criteria. Explain using the model or evidence above.
  • State uncertainty. Explain using the model or evidence above.
Practice and reviewReady for practice
  • Science alone determines values — Evidence informs but does not replace ethical choices.
  • Good intention guarantees good outcome — Monitor unintended effects.
  • Risk means solution must be rejected — Compare likelihood, consequence and mitigation.
  • Stakeholders limited to decision-makers — Include affected people, future users and environments.

Learn from the Topic Guide and fixed Teacher Slides, complete the Practice Sheet, use Practice for supported feedback, then take the Test when ready.

Curriculum alignmentStart here

Students connect scientific explanations to possible solutions, compare benefits, risks and uncertainties and recognise that decisions also involve values, cost, equity, ethics and environmental consequences.

Science informs what may happen and how a solution works; decisions also require transparent criteria and consideration of who or what is affected.

Scientific evidence does not automatically select one option. State uncertainties and value judgements rather than hiding them as scientific facts.

A solution can shift a problem elsewhere or create long-term effects. Monitoring and revision are part of responsible decision-making.

Learning routine: Observe → Model → Investigate → Analyse → Explain → Evaluate

Success looks like

  • Identify system components
  • Explain relationships with a model
  • Use evidence from a fair method
  • Apply to a new context
  • Evaluate limits and further questions
Related resourcesKeep teaching

Related Classroom Views

Continue through closely related Year 5 Science concepts.

Explore all Year 5 Science topics

Teach & ExplainTeaching slides and samples

Teach this topic step by step

Explore optional teaching slide packs for classroom lessons and explanations at home.

Browse Teach & Explain · Browse Print & Go

Teachers: follow SkillrHub on TPT, then email us to request a free sample before buying. Include the year, subject and topic or curriculum code.

Request a free sample

After trying the sample, honest feedback is welcome. A TPT review is optional, where available, and does not need to be positive.