AC9S7I05: Analyse data and information to describe patterns, trends and relationships and identify anomalies

This unit helps students build a clear, usable understanding of Analyse data and information to describe patterns, trends and relationships and identify anomalies. 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 homework task.

• Start with the main idea: analyse data and information to describe patterns, trends and relationships and identify anomalies.
• Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
• analysing change in predator and prey numbers over time to identify predator-prey cycles identifying patterns and relationships in data sets such as identifying qualitative relationships between the mass of a planet and its gravity
• Finish with a mixed activity so students must choose the correct strategy rather than copy the last example.

The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning.

• Content description: analyse data and information to describe patterns, trends and relationships and identify anomalies
• E1: analysing change in predator and prey numbers over time to identify predator-prey cycles
• E2: identifying patterns and relationships in data sets such as identifying qualitative relationships between the mass of a planet and its gravity
• E3: analysing data to identify patterns in the proportions of a day spent in sunlight and in darkness and relating these patterns to the seasons
• E4: identifying anomalies in data and investigating their effect on observed patterns or relationships
• E5: collaborating with First Nations Australians communities to create a calendar as a representation of seasonal patterns and relationships using digital tools (teaching context)

Read the topic guide and use the teacher slide for instruction. Students can then use the homework for written work, open Practice for supported feedback, or take the Test when they are ready.

• 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.

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.

Curriculum equivalents for Analyse data and information to describe patterns, trends and relationships...

Mapped skill: analyse data and information to describe patterns, trends and relationships and identify anomalies

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• Next Generation Science Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

• AC9S7U01: Investigate the role of classification in ordering and organising the diversity of life on Earth and use and develop classification tools including dichotomous keys
• AC9S7U02: Use models, including food webs, to represent matter and energy flow in ecosystems and predict the impact of changing abiotic and biotic factors on populations
• AC9S7U03: Model cyclic changes in the relative positions of the Earth, sun and moon and explain how these cycles cause eclipses and influence predictable phenomena on Earth, including seasons and tides
• AC9S7U04: Investigate and represent balanced and unbalanced forces, including gravitational force, acting on objects, and relate changes in an object’s motion to its mass and the magnitude and direction of forces acting on it
• AC9S7U05: Use particle theory to describe the arrangement of particles in a substance, including the motion of and attraction between particles, and relate this to the properties of the substance
• AC9S7U06: Use a particle model to describe differences between pure substances and mixtures and apply understanding of properties of substances to separate mixtures
• AC9S7H01: Explain how new evidence or different perspectives can lead to changes in scientific knowledge
• AC9S7H02: Investigate how cultural perspectives and world views influence the development of scientific knowledge