INSTRUCTIONS
Use this template to map a unit against the content descriptions and achievement
standards for a strand within a domain. This process needs to be repeated if the unit
covers more than one strand or domain. Mapping identifies the extent of coverage
of a unit and clearly links teaching, learning and assessment.

Take a unit of work and map its relationship to the content descriptions for a
strand. Shade or the relevant cells.

Indicate within each marked cell, connections to the achievement standards,
using a numbering scheme. Each number refers to a numbered sentence in the
achievement standards, for example, (1).
SUBJECT YEAR LEVEL OVERVIEW
SUBJECT:
Science
YEAR:
5
STRAND:
Science Understanding
UNITS
Living things have structural
features and adaptations that
help them to survive in their
environment
Solids, liquids and gases have
different observable properties
and behave in different ways
The Earth is part of a system
of planets orbiting around a
star (the sun)
Light from a source forms
shadows and can be absorbed,
reflected and refracted
TERM 1
TERM 2
TERM 3
TERM 4
Progression point example 4.5
Progression point example Level 5
Progression point example 5.5
Describe how components within systems function together in biological,
chemical, earth and space, and physical science contexts.
Analyse the effects of system change in biological, chemical, earth and
space, and physical science contexts.
Explain the dynamic interactions within and between systems in biological,
chemical, earth and space, and physical science contexts.
For example, the distinction between a star, a moon and a planet, the
structural features and adaptations of living things that enable them to
survive in their environment, effects of different cooking processes on
food, or the components of electric circuits.
For example, construction and use of a device for tracking the apparent
movement of the Sun during the day, plant responses to sunlight,
ecosystem changes due to biotic and/or abiotic factors, comparison of
rates of rusting in salt, humid and dry air conditions, mining operations,
generation of electricity from wind or solar energy, or comparison of
effects on the current in a circuit by changing the number of batteries
(arranged in series) or changing the number of light bulbs (arranged in
series and/or parallel).
For example, space exploration beyond the solar system, volcanic and
cyclonic activity over time, comparison of natural and enhanced
greenhouse effects and the gases involved in global warming, rehabilitation
of mine sites, sustainability of energy and mineral sources, or construction
and explanation of the operation of a burglar alarm.
COMMON ASSESSMENT TASKS
UNITS
EACH TERM
TERM 1
TERM 2
TERM 3
TERM 4
TASKS
Progression point example(s)