What students learn in AC9S5I02
This unit helps students build a clear, usable understanding of Plan and conduct repeatable investigations to answer questions, including, as.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- considering different ways to approach investigations, such as researching, using trial and error, experimental testing, field observations, using digital tools to record observations or development of virtual simulations planning and recording the method to be used in an investigation so that it could be repeated by someone else
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place
- E1: considering different ways to approach investigations, such as researching, using trial and error, experimental testing, field observations, using digital tools to record observations or development of virtual simulations
- E2: planning and recording the method to be used in an investigation so that it could be repeated by someone else
- E3: making decisions on the variables to be changed, measured and controlled in fair tests, such as measuring the length and size of a shadow formed by different light sources
- E4: using a map or aerial photographs to predict local sites likely to be affected by erosion, and collaboratively planning a field excursion to collect observations
- E5: explaining rules for safe processes and use of equipment and materials, and potential risks to themselves or others when conducting an investigation
- E6: consulting with First Nations Australians to identify local areas that require permission before accessing (teaching context)
- E7: consulting with First Nations Australians to guide the planning of scientific investigations, considering potential risks for field investigations (teaching context)
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9S5I02 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Describing what is seen without connecting it to a question, pattern or prediction.
- Using everyday words only and missing simple scientific vocabulary.
- Changing more than one thing in an investigation, which makes the comparison unfair.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9S5I02 — plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place |
| Victoria | Victorian Curriculum F-10 | Year 5 Science: closest match in Planning and conducting. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 3 Science: closest content focus for Plan and conduct repeatable investigations to answer questions, including, as... and related outcomes. |
| United States | Common Core / NGSS | Grade 5 NGSS science closest topic match for Plan and conduct repeatable investigations to answer questions, including, as.... |
| England / UK | National Curriculum | Key Stage 2 / Year 5: closest programme-of-study match for Plan and conduct repeatable investigations to answer questions, including, as.... |
| Canada | Provincial and territory curricula | Grade 5 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 3 Science: closest achievement-objective topic for Plan and conduct repeatable investigations to answer questions, including, as.... |
| India | NCERT / CBSE | Class 5 closest NCERT/CBSE topic match for Plan and conduct repeatable investigations to answer questions, including, as.... |