Humanities and social sciences / Year 5 / Inquiry and skills / Analysing

Version 8
Switch to version 9
View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)

Elaborations
  • interpreting data presented in a line, bar, column or pie graph (for example, data about bushfires or floods, election results, common influences on the purchases of class members) to identify the likelihood of an outcome or the probability of an event reoccurring
  • analysing visual and written sources to infer relationships (for example, examining photographs to see how people responded to droughts in enterprising ways; interpreting maps of Aboriginal and Torres Strait Islander trade routes to propose how ideas, technology and artefacts travelled across them; analysing a food web to reveal how plants, animals, water, air and people are connected)
  • making inferences using sources, such as graphs and thematic maps, that show distribution (for example, the number of electors in some state or federal electorates to discuss representation; the distribution of primary resource industries in Australia and their proximity to cities; the spread of the cane toad across Australia and its threat to environments)
  • interpreting graphs and tables of data collected from a survey to infer relationships or trends (for example, common influences on purchasing decisions of class members; the increase in social activism for social and environmental causes)
  • interpreting and creating maps such as flow and choropleth maps, or plans for specific purposes (for example, a bushfire management plan)
General capabilities
  • Literacy Literacy
  • Numeracy Numeracy
  • Critical and creative thinking Critical and creative thinking
ScOT terms

Data analysis,  Reasoning,  Categorical data,  Geographic location,  Spatial technologies,  Business and enterprise

Refine by resource type

Refine by year level


Refine by learning area


Refine by topic

Related topic
  • No suggestions

13 direct matches to ACHASSI100 | 7 other related resources
Showing the top 20 search results

Interactive

Sustainable transport – sustainability action process (Years 3–6)

  • TLF-IDM021173

This sustainable transport learning resource will guide students through an extended school based investigation. Students will develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.

View detailsView resource
Downloadable

Newshounds: Misinformation and disinformation

  • TLF-IDA003639

In this lesson, students learn that everyone should Stop, Think, and Check before passing on information they come across on the internet. Students apply critical literacy skills to assess examples of misinformation and disinformation presented in different formats including social media and web posts. This lesson includes ...

View detailsView resource
Interactive

Waste and materials – sustainability action process (Years 3–6)

  • TLF-IDM020974

This resource guides students through an extended school-based or local investigation focussed on waste and materials using the five-step sustainability action process. The resource supports the investigation of a real-world issue or problem. Students develop and implement a chosen sustainability action and then evaluate ...

View detailsView resource
Online

Is it going to rain today?

  • TLF-IDM021025

In this lesson sequence students understand the importance of data in effective decision-making, and are able to find, sort and interpret Bureau of Meteorology (BOM) rainfall data, and to collect their own data and analyse the resulting datasets.

View detailsView resource
Text

The Human Impact of Climate Change

  • TLF-IDA004576

Find a Teacher Guide, detailed lesson plans and associated resources for teaching about topics such as the links between climate change and human rights. Support development of understandings of the unequal impacts of the climate crisis in different places in the world and explore how communities around the world are responding ...

View detailsView resource
Online

Data and information

  • TLF-IDM021739

This is a unit for Year 5 from the Scope and sequence resources from the DT Hub. The topic of data collection and presentation is organised into four key elements. Use this flow of activities to plan and assess students against the relevant achievement standards. Students collect their own data and analyse the resulting ...

View detailsView resource
Text

The Australian Colonies: Gold

  • TLF-IDM021621

This inquiry-based unit presents students with a range of visual primary sources to spark curiosity about life in the 1800s. Each activity introduces a new concept related to the Australian Gold Rushes.

View detailsView resource
Online

CFA Bushfires - a geography resource for Australian students

  • TLF-IDM012439

This is an illustrated PDF with comprehensive information about the causes and behaviours of bushfire as well as the impact fires have on natural and human environments. Taking a geographic perspective, the text is supported with photographs, maps, aerial photography, diagrams, and tables. Each chapter includes activities ...

View detailsView resource
Interactive

Kitchen gardens – sustainability action process (Years 3–6)

  • TLF-IDM020972

This resource guides students through an extended school-based or local investigation focussed on kitchen gardens using the five-step sustainability action process. The resource supports the investigation of a real-world issue or problem. Students develop and implement a chosen sustainability action and then evaluate and ...

View detailsView resource
Interactive

Thermal comfort – sustainability action process (Years 3–6)

  • TLF-IDM020973

This thermal comfort learning resource will guide students through an extended school based investigation. Students will develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.

View detailsView resource
Interactive

Biodiversity – sustainability action process (Years 3–6)

  • TLF-IDM020872

This biodiversity learning resource guides students through an extended school based investigation. Students develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.

View detailsView resource
Online

Future foods: Science and sustainability Years 5-6

  • TLF-IDM019886

This study guide explores the modern practices in sustainable farming and its role in the future of food production. It investigates the challenges Australian cattle and sheep farmers’ face and how science can help them to meet the challenge of sustainably feeding the world with a growing population and climate variability. ...

View detailsView resource
Text

Albert Namatjira: Unit of work

  • TLF-IDA003721

This unit of work has been written to support the book Albert Namatjira in which award-winning artist Vincent Namatjira tells the life story of his great-grandfather, Albert Namatjira, one of Australia’s best-known artists. This unit includes practical ideas for using this book in your classroom.

View detailsView resource
Text

Biosecurity surveillance at school

  • TLF-IDA002117

This activity outlines the process to undertake a biosecurity surveillance of a school environment. The teacher guide, slides and student sheets identify some invasive pests that represent a threat to NSW agriculture including cane toads, fire ants and exotic bees. The activity could be adapted for other locations.

View detailsView resource
Downloadable

Moving a town

  • TLF-IDA002444

This is an illustrated retelling of the engineering decisions made to relocate a town from low to high ground following a dangerous flooding event. Based on a real-life event, the story shows the creativity, innovation and collaboration required to manage the process and focuses on the value engineers brings to the local ...

View detailsView resource
Online

Creating a yarning circle: background

  • TLF-IDA002864

This activity introduces children to the idea of a yarning circle and its importance in First Nations Culture. It is part of a sequence of 8 individual learning activities designed to support the meaningful use of yarning circles in learning environments. OUTCOMES of this learning activity are for children to: understand ...

View detailsView resource
Online

Creating a food garden: vision

  • TLF-IDA002793

This learning activity is part of a sequence of 5 individual learning activities focused on creating a food garden. The order of these learning activities are: vision, site assessment, installing a no dig garden bed, planting and harvesting. OUTCOMES For children to: • appreciate what they would like to achieve from creating ...

View detailsView resource
Online

Creating a beneficial garden: assessment

  • TLF-IDA002810

Invertebrates perform many different roles in a garden’s ecosystem and occupy many different habitats. In this activity, you will be completing an assessment of these animals. The aim of this activity is for children to identify invertebrates, appreciate different invertebrate habitats and understand the roles that these ...

View detailsView resource
Online

Creating a sensory garden

  • TLF-IDA002991

A sensory garden is a garden that engages all the senses: touch, smell, hearing, sight and even taste. Sensory gardens create a rich sensory experience as users directly and indirectly interact with the plants and the space. In addition to providing tips for creating a sensory garden and the best types of plants to choose, ...

View detailsView resource
Online

Whose Country: exploring First Nations peoples languages map (7-13yrs)

  • TLF-IDA002848

Learning about Aboriginal and Torres Strait Islander languages can help children build their understanding of land, water and people. This activity helps to assist the identification of the language group/s on which the school, youth group or home is situated. To understand local perspectives and support these activities, ...

View detailsView resource