pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . Our place in the solar system. In this unit, students will describe the key features of our solar system including

OneSchoolUnit Plan

Name: Unit 2 - Science Year 5 (V8)Duration: 10 Weeks

Year Level: Year 5

Applicable LearningAreas/Subjects: Science

Unit PlanOur place in the solar systemIn this unit, students will describe the key features of our solar system including planets and stars. They will discuss scientific developments that have affected people's lives and describe details of contributions to our knowledge of the solar system from a range of people. With guidance, students will pose questions and plan and conduct investigations to answer questions and solve problems. They will decide on variables to change and measure to conduct fair tests. Students will communicate their ideas in a variety of multimodal texts including recording in data sheets and as a report for popular media.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety http://education.qld.gov.au/health/safety/index.html policy pertaining to schools consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html. ensure students wear personal protective equipment ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-

safety.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 30

Unit Plan Plan Name: Unit 2 - Science Year 5 (V8)

Year: 5Learning Areas/Subjects: Science

Duration: 10 Weeks

ensure risk assessment includes allergic reactions to flour, cocoa and peanuts. consider accessing Plants and mushrooms (fungi) poisonous to people in Queensland (Queensland Health) http://www.health.qld.gov.au/poisonsinformationcentre/plants_fungi/

default.asp.

In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher.

Assessment

Assessment Task Summary Type Learning Areas Status Date

Apollo 11 (Yr 05)Students understand that the moon is part of the system that orbits the sun. Students research and record relevant information about the Apollo 11 mission and discuss historical and cultural contributions to the advancement of science made as a result of the Apollo missions. Students communicate ideas and explanations about the Apollo 11 mission using multimodal texts.

Monitoring Science Unscheduled

Exploring the solar system (Yr 05)Students describe key features of the solar system. Students describe how science knowledge develops from many people's contributions and explain how scientific developments have affected people's lives and solved problems. Students communicate ideas using multimodal texts.

Poster/multi-modal presentation

Science Unscheduled

Planetary data recording sheet (Yr 05)Students understand the system of planets that orbit around the sun. Students record data about planets in the solar system, compare two planets in the solar system based on data collected and communicate ideas about planets in the solar system using multimodal texts.


The International Space Station (Yr 05)Students understand that there are man-made objects that orbit Earth. Students identify contributions from different cultures to the assembly and work of the International Space Station and communicate ideas and explanations about contributions to science made by crews of the International Space Station.





Duration: 10 Weeks

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Discovering the solar system Space-based discoveries Exploring space Assessment Australian Aboriginal astronomy Challenges to space

exploration

Resources Attachments Plan Resource Bank

Assessment Monitoring - Apollo 11 (Yr 05) Monitoring - Planetary data recording

sheet (Yr 05) Monitoring - The International Space

Station (Yr 05) Poster/multi-modal presentation -

Exploring the solar system (Yr 05)




Duration: 10 Weeks

Australian Curriculum

Science – Year 5

Year 5 Achievement StandardBy the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives, help us solve problems and how science knowledge develops from many people's contributions.

Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts.

Content DescriptionsScience as a Human Endeavour Science Inquiry Skills Science Understanding

Use and influence of science

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)

Nature and development of science

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081)

Planning and conducting

Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS087)

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)

Processing and analysing data and information

Compare data with predictions and use as evidence in developing explanations (ACSIS218)

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090)

Questioning and predicting

Earth and space sciences

The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)




Duration: 10 Weeks

Content DescriptionsScience as a Human Endeavour Science Inquiry Skills Science Understanding

With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)

Communicating

Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Earth's rotation on its axis causes regular changes, including night and day (ACSSU048) Science involves making predictions and describing patterns and relationships (ACSHE061) Science knowledge helps people to understand the effect of their actions (ACSHE062)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098)

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)Science Inquiry Skills

Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge




Duration: 10 Weeks


Considerations

Numeracy Estimating and calculating with whole numbers Using measurement

Information and communication technology (ICT) capability Investigating with ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

Assessing student learningAssessment name: Exploring the solar systemAssessment description: Students describe key features of the solar system. Students describe how science knowledge develops from many people's contributions and explain how scientific developments have affected people's lives and solved problems. Students communicate ideas using multimodal texts.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.




Duration: 10 Weeks


ConsiderationsBy the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives, help us solve problems and how science knowledge develops from many people's contributions.Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:Monitoring activitiesActivity name: Planetary data recording sheet (Lesson 3)Activity description: Students understand the system of planets that orbit around the sun. Students record data about planets in the solar system, compare two planets in the solar system based on data collected and communicate ideas about planets in the solar system using multimodal texts.Activity name: The International Space Station (Lesson 7)Activity description: Students understand that there are man-made objects that orbit Earth. Students identify contributions from different cultures to the assembly and work of the International Space Station and communicate ideas and explanations about contributions to science made by crews of the International Space Station.Activity name: Apollo 11 (Lesson 9)Activity description: Students understand that the moon is part of the system that orbits the sun. Students research and record relevant information about the Apollo 11 mission and discuss historical and cultural contributions to the advancement of science made as a result of the Apollo missions. Students communicate ideas and explanations about the Apollo 11 mission using multimodal texts




Duration: 10 Weeks

FeedbackFeedback may relate to writing and creating texts. In this unit this may include students’ ability to:

planets orbit around Earth. Highlight that Earth is part of the solar system. Solar means 'sun' and that all planets in the solar system orbit the sun. Demonstrate this with models or animations.

scientists know everything there is to know about the solar system. Inform students that as technology advances, scientists are able to make new discoveries and learn new things about the solar system.

a particular planet, such as Jupiter, is the largest object in the solar system. Inform students that the largest object in the solar system is the sun. meteors, meteoroids, meteorites and asteroids are the same thing. Inform students that a meteoroid is a small piece of space debris. A meteor is the light we see when a meteoroid

enters Earth's atmosphere from space and starts to burn. A meteorite is any debris that is left from the object if it lands on Earth. An asteroid is a much larger object. Use the correct language when demonstrating the investigation and visually demonstrate each definition.

everyone can see astronomical events (e.g. the transit of Venus). Explain to students that because of the rotation of Earth, only some people can see these events depending upon their location.

the International Space Station took off from Earth to get into orbit like the space shuttle and that it will come back to Earth in a similar fashion. Inform students that the initial parts of the ISS were delivered by space shuttle. The rest of the ISS was constructed in space over a period of two years, where it will stay until it is disassembled.

space technology is limited to rockets and space suits. Explain that materials and technology can have more than one use. landing on the moon is a simple and routine operation. Ensure that students know that landing on the moon is a complex operation. we now know all there is to know about the moon. Explain that scientists continue to study the moon because there are still things to discover about it. all missions to explore Mars involve landing on the planet. Ensure students know that some missions orbit planets to take photos and collect data. asteroids, meteoroids and comets are the same. Define asteroids, meteoroids and comets and identify similarities and differences. stars are stationary. Inform students that stars move but are so far away that the movement is not noticeable. the speed of the model lander is similar to the speed of a lander coming from space. Inform students that Mars Curiosity was travelling at a speed of approximately 1600 km/h when it

approached Mars, before reducing its speed for landing. items needed for survival on the moon and in space are the same as items needed on Earth. Explain to students that different items might be necessary to survive on the moon

because of the different conditions on Earth and the moon.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

5 Lessons Discovering the solar system Lesson 1: Introducing the solar system Lesson 2: Investigating distant planets Lesson 3: Focusing on planetary data Lesson 4: Exploring celestial bodies within the solar system Lesson 5: Exploring craters

3 Lessons Space-based discoveries Lesson 6: Explaining the importance of Earth-based observations Lesson 7: Exploring life on the International Space Station Lesson 8: Investigating space technology in the home

5 Lessons Exploring space Lesson 9: Exploring Earth's moon Lessons 10-11: Investigating exploration of Mars Lessons 12-13: Asteroids and comets

3 Lesson Assessment Lessons 14-16: Assessing student learning

1 Lesson Australian Aboriginal astronomy Lesson 17: Exploring the night sky

3 Lesson Challenges to space exploration Lesson 18: Investigating landers Lessons 19-20: Lunar landing

20 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Discovering the solar system Topic Duration 5 Lessons

Overview Throughout this lesson series, students will explore elements of the universe including relative sizes of each planet and the distances between them, other celestial bodies in the universe, and crater formation. For this topic, students will require ready access to ICT at a whole-class, small-group and individual level.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Introducing the solar system

Lesson objectivesStudents will:

Understand that the universe is made up of many parts.Evidence of learning

Can the student:

Identify different parts of the universe?Example learning sequence

Discuss ideas about the universe Explore the different sizes of the planets and sun

Resources Supporting learning resource - Materials and equipment list Video - The universe Supporting learning resource - Investigating the planets: Teacher note Sheet - Investigating planetary size Supporting learning resource - Planetary data recording sheet: Teacher note Sheet - Planetary data recording sheet Supporting learning resource - C2C: Science glossary

Helpful information Website - Contemporary practice resource: Science

https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Supporting learning resource - Miniature solar system https://learningplace.eq.edu.au/cx/resources/items/deea957b-a8ed-43ba-9549-237d9de53419/0/Sci_Y07_U5_SLR_MiniatureSolarSystem.docx

Website - Solar system exploration (NASA) http://solarsystem.nasa.gov/planets/ Video - Drawing scaled planets

https://learningplace.eq.edu.au/cx/resources/items/34b9e830-9653-405a-aabd-c2477e6d6947/0/DrawingScaledPlanets.mp4

Attachments Lesson plan




Duration: 10 Weeks

Teaching Sequence




Lesson 2

Investigating distant planets


Understand the distance of the planets in the solar system from the sun.

Record planetary data.Evidence of learningCan the student:

Measure scaled distance of planets from the sun? Record relevant planetary data?

Example learning sequence Discuss scale models of the solar system Gather quantitative planetary data Investigate the distance of planets from the sun

Resources Supporting learning resource - Investigating the planets: Teacher note Sheet - Investigating planetary distances Supporting learning resource - Planetary data recording sheet: Teacher note

(from Lesson 1) Sheet - Planetary data recording sheet

Helpful information Video - Distance of the planets from the sun

https://learningplace.eq.edu.au/cx/resources/items/1bad1202-4c7a-ab25-f4c6-72d4c4f92a81/0/Distance_of_the_Planets_from_the_sun.mp4

Website - Solar system exploration (NASA) http://solarsystem.nasa.gov/planets/


Lesson 3

Focusing on planetary data


Research and record data about the planets in the solar system.Evidence of learningCan the student:

Research and record relevant planetary data?Example learning sequence

Discuss planetary data Research and record detailed planetary data for each planet Compare the planetary data of two planets

Resources Supporting learning resource - Planetary data recording sheet: Teacher note Sheet - Planetary data recording sheet

Helpful information Website - All solar planets (Kids know it network)

http://www.kidsastronomy.com/the_planets.htm Website - Planetary fact sheet - Metric (NASA)

http://nssdc.gsfc.nasa.gov/planetary/factsheet/ Website - Planets (National Geographic)

http://science.nationalgeographic.com/science/space/planets/





Duration: 10 Weeks

Teaching Sequence




Lesson 4

Exploring celestial bodies within the solar system


Understand the definitions of different celestial bodies within our solar system.

Evidence of learningCan the student:

Define and describe a range of celestial bodies?Example learning sequence

Examine the status of Pluto Discuss celestial bodies within the solar system

Resources Video - Why isn't Pluto a planet anymore? (Dr Robert Hurt, NASA/JPL- Caltech) Slideshow - Celestial bodies

Helpful information Website - What is a planet? (NASA)

http://solarsystem.nasa.gov/planets/whatisaplanet.cfm Website - Space facts (Science kids)

http://www.sciencekids.co.nz/sciencefacts/space/definitions.html Website - Astronomy dictionary (Kids know it network)

http://www.kidsastronomy.com/dictionary.htm Website - Space glossary (Family education network)

http://www.factmonster.com/ipka/A0774869.html Video - Our world: Pluto - Our first dwarf planet (YouTube, NASA.gov Video)

https://www.youtube.com/watch?v=kFrDMe7md0A


Lesson 5

Exploring craters


Understand the cause of craters.Evidence of learningCan the student:

Make conclusions about how craters are formed?Example learning sequence

Discuss craters Plan the crater investigation Conduct the crater investigation

Resources Supporting learning resource - Materials and equipment list Sheet - The moon Slideshow - Fair tests Supporting learning resource - Impact craters investigation: Teacher note Sheet - Crater investigation planner Video - How to make a crater (NASA/JPL-Caltech) Supporting learning resource - Science inquiry skills poster Years 3-6

Helpful information Website - Hubble shoots the moon (NASA)

http://www.nasa.gov/vision/universe/solarsystem/hubble_moon.html




Duration: 10 Weeks

Teaching Sequence





Teaching Sequence

Topic Space-based discoveries Topic Duration 3 Lessons

Overview Throughout this lesson series, students will understand the significance of studying the night sky and technologies that have been made possible due to developments in space exploration. For this topic, students will require ready access to ICT at a whole-class, small-group and individual level.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 6

Explaining the importance of Earth-based observations


Understand that scientists use tools to observe astronomical events.

Understand that contributions to our understanding of the solar system come from many people.


Describe how scientists use tools to make astronomical observations?

Identify contributions from different people to our Uderstanding of the transit of Venus? Describe safety considerations for observing the sun safely?

Example learning sequence Discuss significant space events observed from Earth Explore the significance of the transit of Venus Observe the sun using safe methods

Resources Supporting learning resource - Materials and equipment list Video - The transit of Venus Sheet - Scientists' contributions and the transit of Venus Sheet - The transit of Venus Sheet - Setting up a telescope to safely observe the sun

Helpful information Video - How to observe the 2012 Venus transit safely (YouTube, Nightskyonline)

http://www.youtube.com/watch?v=eVi6rHQ-RLg&feature=plcp Video - Tongal video competition winners (NASA)

http://sunearthday.nasa.gov/2012/transit/tongal_dearcitizens.php





Duration: 10 Weeks




Duration: 10 Weeks

Teaching Sequence

Topic Space-based discoveries Topic Duration 3 Lessons

Overview Throughout this lesson series, students will understand the significance of studying the night sky and technologies that have been made possible due to developments in space exploration. For this topic, students will require ready access to ICT at a whole-class, small-group and individual level.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 7

Exploring life on the International Space Station


Recognise contributions to science made from the ISS.Evidence of learningCan the student:

Identify contributions to science made from the ISS?Example learning sequence

Discuss space exploration by humans Observe features of the ISS

Resources Video - The International Space Station: Together is the future - Part 1

(NASA, YouTube) Video - The International Space Station: Together is the future - Part 2

(NASA, YouTube) Video - The International Space Station (ISS) Sheet - The International Space Station

Helpful information Website - ISS tracker (Myflipside media) http://www.isstracker.com/ Website - International Space Station (NASA)

http://www.nasa.gov/mission_pages/station/main/ Website - NASA destination station (NASA)

https://www.nasa.gov/mission_pages/station/news/destination_station/index.html


Lesson 8

Investigating space technology in the home


Understand that some technology used at home was originally developed for space.


Identify the use of different pieces of technology for space travel?Example learning sequence

Discuss space technology in the home Investigate space technology in the home

Resources Sheet - Everyday space technology Video - Space technology

Helpful informationWebsite - 10 everyday NASA inventions (YouTube, Alltime10s) https://www.youtube.com/watch?v=cVLyRIY3wp8

Learning object - Search for spinoffs (NASA kids' club) https://www.nasa.gov/kidsclub/flash/games/level4/Spinoffs_Hidden_Pictures.html





Duration: 10 Weeks

Teaching Sequence

Topic Exploring space Topic Duration 5 Lessons

Overview Throughout this lesson series, students will examine space missions to the moon, Mars and a comet. Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 9

Exploring Earth's moon


Understand details of a space mission to the moon. Identify contributions to scientific understanding from lunar

missions.Evidence of learningCan the student:

Record relevant information about the Apollo 11 mission to the moon?

Identify how lunar missions have contributed to science understanding?

Example learning sequence View facts about the moon Record Apollo 11 mission details Discuss how these missions contribute to our understandings

Resources Video - How do you get to the moon? (PBS Learning Media/ © WGBH Educational

Foundation) Sheet - Apollo 11 Video - Apollo 11: one small step (NASA) Slideshow - What have we learned from the moon?

Helpful information Website - Apollo 11 One small step (NASA)

https://www.nasa.gov/mission_pages/apollo/apollo11.html Website - Apollo 11 Mission overview (NASA)

http://www.nasa.gov/mission_pages/apollo/missions/apollo11.html


Lessons 10-11

Investigating exploration of Mars


Understand details about missions to Mars.Evidence of learningCan the student:

Research and record information about missions to Mars?Example learning sequence

Review data about Mars Research past missions to Mars Share information about past missions to Mars

Resources Slideshow - Missions to Mars Supporting learning resource - Researching Mars missions: Teacher note Video - Mars in a minute: How do you get to Mars? (NASA/JPL-Caltech) Video - Mars in a minute: How do you land on Mars? (NASA/JPL-Caltech)

Helpful information Website - NASA missions (NASA http://www.nasa.gov/missions/index.html Website - NASA Mars Exploration (NASA) http://mars.nasa.gov/ Video - Curiosity has landed (NASA)

https://learningplace.eq.edu.au/cx/resources/items/ec52b7de-615b-4d5d-a039-67d1033abd1e/0/Curiosity_has_landed.mp4





Duration: 10 Weeks

Teaching Sequence

Topic Exploring space Topic Duration 5 Lessons

Overview Throughout this lesson series, students will examine space missions to the moon, Mars and a comet. Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lessons 12-13

Asteroids and comets


Explore the importance of studying asteroids and comets. Recognise details about missions to a comet.


Explain the importance of studying asteroids and comets? Research and record information about missions to a comet?

Example learning sequence Define asteroids and comets Research missions to explore a comet

Resources Video - Space rock census (NASA/JPL-Caltech) Sheet - Compare and contrast two space missions Slideshow - Investigating comets Supporting learning resource - Researching missions to comets: Teacher note

Helpful information Website - Solar system exploration (NASA) http://solarsystem.nasa.gov/planets Video - CSI: Comet/Asteroid Scene Investigation (NASA/JPL-Caltech)

https://learningplace.eq.edu.au/cx/resources/items/89913848-6b55-4dc5-9edb-6b60c03515c9/0/Comet_Asteroid_Scene_Investigation.mp4





Duration: 10 Weeks

Teaching Sequence

Topic Assessment Topic Duration 3 Lessons

Overview Throughout this lesson series, students will write a report about exploring our solar system, considering how different people contribute to our science knowledge about our solar system and how these scientific developments affect our lives. For this topic, students will require ready access to ICT at a whole-class, small-group and individual level.


Lessons 14-16

Assessing student learning

Assessment purposeTo describe key features of the solar system. To describe how science knowledge develops from many people's contributions and explain how scientific developments have affected people's lives and solved problems. To communicate ideas using multimodal texts.Example assessment sequence

Introduce and review the assessment Review the Guide to making judgments and understand the

standards Conduct the assessment

Resources Assessment task - Exploring the solar system Assessment task - Exploring the solar system: Student resource (pdf) Assessment task - Exploring the solar system: Teaching notes Assessment task - Exploring the solar system: Model response (pdf)





Duration: 10 Weeks

Teaching Sequence

Topic Australian Aboriginal astronomy Topic Duration 1 Lesson

Overview Throughout this lesson series, students will develop an awareness of Aboriginal peoples' and Torres Strait Islander peoples' knowledge of the night sky. Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 17

Exploring the night sky


Understand that Aboriginal peoples use their understanding of the night sky to teach lessons and timing of natural events through Dreaming stories.


Identify things that can be seen in the night sky that are used in Aboriginal peoples' Dreaming stories?

Example learning sequence Discuss things that can be seen in the night sky Investigate the significance of the night sky to Australian

Aboriginal peoples

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.

Video - Through our eyes - Dhinawan (Emu) in the sky with Ben Flick (Western Catchment Management Authority, NSW)

Sheet - What is Aboriginal astronomy? Supporting learning resource - Accessing Aboriginal peoples' and Torres Strait

Islander peoples' astronomy videos and using the learning object Burarra gathering: Teacher note

Helpful information Website - What is Aboriginal astronomy? (Ray Norris - Emu Dreaming)

http://emudreaming.com/whatis.htm Video - 'Do the stars really move?' (Ask an astronomer) (YouTube, NASA Spitzer)

http://www.youtube.com/watch?v=uUuVMhp-4pA Learning object - Burarra gathering (Questacon) http://www.questacon.edu.au/burarra-

gathering/home Website - The Dreaming (Australian government) http://www.australia.gov.au/about-

australia/australian-story/dreaming





Duration: 10 Weeks

Teaching Sequence

Topic Challenges to space exploration Topic Duration 3 Lessons

Overview Throughout this lesson series, students will explore landing craft and technologies which support life on the lunar surface. Throughout this lesson series, students will require ready access to ICT at a whole class, small-group and individual level.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 18

Investigating landers


Recognise some of the challenges for conducting space exploration.


Identify challenges of landing spacecraft?Example learning sequence

Review and discuss space landing craft Consider testing a lander Design and test a model lander

Resources Supporting learning resource - Materials and equipment list Slideshow - Landers - Landing on celestial bodies Video - Mars in a minute: How do you land on Mars? (NASA/JPL-Caltech) Supporting learning resource - Scenario and construction of a model lander:

Teacher noteHelpful information

Website - Egg drop challenge (The kids' science challenge) http://www.kidsciencechallenge.com/pdfs/2011activities/Zero-Waste_Egg-Drop-Challenge.pdf

Website - Mars science laboratory Curiosity rover (NASA Jet Propulsion Laboratory) http://mars.jpl.nasa.gov/msl/mission/rover/

Website - Analogs (NASA) http://www.nasa.gov/exploration/analogs/


Lessons 19-20

Lunar landing


Understand technologies which may assist people to survive on the moon.


Identify and justify a choice of items to assist survival on the moon?

Example learning sequence Discuss survival on the moon Explore a lunar survival scenario Evaluate the unit

Resources Supporting learning resource - Survival on the moon scenario: Teacher note Sheet - Survival on the moon scenario

Helpful information Website - Earth's moon (NASA) http://moon.nasa.gov/home.cfm Website - Survival! Exploration: Then and now (NASA)

http://www.nasa.gov/pdf/166504main_Survival.pdf





Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Discovering the solar system

Lesson plan - Sci_Y05_U2_LP01.docx





Sequence - Space-based discoveries Lesson plan - Sci_Y05_U2_LP06.docx



Sequence - Exploring space Lesson plan - Sci_Y05_U2_LP09.docx

Lesson plan - Sci_Y05_U2_LP10_11.docx


Sequence - Assessment Lesson plan - Sci_Y05_U2_LP14_16.docx

Sequence - Australian Aboriginal astronomy Lesson plan - Sci_Y05_U2_LP17.docx

Sequence - Challenges to space exploration



Sequence Learning object - Burarra gathering (Questacon) http://www.questacon.edu.au/burarra-gathering/home




Duration: 10 Weeks


Learning object - Search for spinoffs (NASA kids' club) http://www.nasa.gov/audience/forkids/kidsclub/flash/games/levelfour/KC_Spinoffs_Hidden_Pictures.html

Sheet - Apollo 11

Sheet - Compare and contrast two space missions

Sheet - Crater investigation planner

Sheet - Everyday space technology

Sheet - Investigating planetary distances

Sheet - Investigating planetary size

Sheet - Planetary data recording sheet

Sheet - Scientists' contributions and the transit of Venus

Sheet - Setting up a telescope to safely observe the sun

Sheet - Survival on the moon scenario

Sheet - The International Space Station

Sheet - The moon

Sheet - The transit of Venus

Sheet - What is Aboriginal astronomy?

Slideshow - Celestial bodies

Slideshow - Fair tests Slideshow - Investigating comets




Duration: 10 Weeks


Slideshow - Landers - Landing on celestial bodies

Slideshow - Missions to Mars

Slideshow - What have we learned from the moon? Supporting learning resource - Accessing Aboriginal peoples' and Torres Strait Islander peoples' astronomy videos and using the learning object Burarra gathering: Teacher note

Supporting learning resource - C2C: Science glossary

Supporting learning resource - Impact craters investigation: Teacher note

Supporting learning resource - Investigating the planets: Teacher note

Supporting learning resource - Materials and equipment list Supporting learning resource - Miniature solar system https://learningplace.eq.edu.au/cx/resources/items/deea957b-a8ed-43ba-9549-237d9de53419/0/Sci_Y07_U5_SLR_MiniatureSolarSystem.docx

Supporting learning resource - Planetary data recording sheet: Teacher note

Supporting learning resource - Researching Mars missions: Teacher note

Supporting learning resource - Researching missions to comets: Teacher note

Supporting learning resource - Scenario and construction of a model lander: Teacher note

Supporting learning resource - Science inquiry skills poster Years 3-6

Supporting learning resource - Survival on the moon scenario: Teacher note Video - Apollo 11: one small step (NASA)




Duration: 10 Weeks


Video - CSI: Comet/Asteroid Scene Investigation (NASA/JPL-Caltech) https://learningplace.eq.edu.au/cx/resources/items/89913848-6b55-4dc5-9edb-6b60c03515c9/0/Comet_Asteroid_Scene_Investigation.mp4

Video - Curiosity has landed (NASA) https://learningplace.eq.edu.au/cx/resources/items/ec52b7de-615b-4d5d-a039-67d1033abd1e/0/Curiosity_has_landed.mp4

Video - Distance of the planets from the sun https://learningplace.eq.edu.au/cx/resources/items/1bad1202-4c7a-ab25-f4c6-72d4c4f92a81/0/Distance_of_the_Planets_from_the_sun.mp4

Video - 'Do the stars really move?' (Ask an astronomer) (YouTube, NASA Spitzer) http://www.youtube.com/watch?v=uUuVMhp-4pA

Video - Drawing scaled planets https://learningplace.eq.edu.au/cx/resources/items/34b9e830-9653-405a-aabd-c2477e6d6947/0/DrawingScaledPlanets.mp4

Video - How do you get to the moon? (PBS Learning Media/ © WGBH Educational Foundation)

Video - How to make a crater (NASA/JPL-Caltech) Video - How to observe the 2012 Venus transit safely (YouTube, Nightskyonline) http://www.youtube.com/watch?v=eVi6rHQ-RLg&feature=plcp

Video - Mars in a minute: How do you get to Mars? (NASA/JPL-Caltech)

Video - Mars in a minute: How do you land on Mars? (NASA/JPL-Caltech)

Video - Our world: Pluto - Our first dwarf planet (YouTube, NASA.gov Video) https://www.youtube.com/watch?v=kFrDMe7md0A

Video - Space rock census (NASA/JPL-Caltech)

Video - Space technology

Video - The International Space Station (ISS)

Video - The International Space Station: Together is the future - Part 1 (NASA, YouTube)

Video - The International Space Station: Together is the future - Part 2 (NASA, YouTube)

Video - The transit of Venus

Video - The universe




Duration: 10 Weeks


Video - Through our eyes - Dhinawan (Emu) in the sky with Ben Flick (Western Catchment Management Authority, NSW)

Video - Tongal video competition winners (NASA) http://sunearthday.nasa.gov/2012/transit/tongal_dearcitizens.php

Video - Why isn't Pluto a planet anymore? (Dr Robert Hurt, NASA/JPL-Caltech)

Website - 10 everyday NASA inventions (YouTube, Alltime10s) https://www.youtube.com/watch?v=cVLyRIY3wp8

Website - All solar planets (Kids know it network) http://www.kidsastronomy.com/the_planets.htm

Website - Analogs (NASA) http://www.nasa.gov/exploration/analogs/

Website - Apollo 11 Mission overview (NASA) http://www.nasa.gov/mission_pages/apollo/missions/apollo11.html

Website - Apollo 11 One small step (NASA) https://www.nasa.gov/mission_pages/apollo/apollo11.html

Website - Astronomy dictionary (Kids know it network) http://www.kidsastronomy.com/dictionary.htm

Website - Contemporary practice resource: Science https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Website - Earth's moon (NASA) http://moon.nasa.gov/home.cfm

Website - Egg drop challenge (The kids' science challenge) http://www.kidsciencechallenge.com/pdfs/2011activities/Zero-Waste_Egg-Drop-Challenge.pdf

Website - Hubble shoots the moon (NASA) http://www.nasa.gov/vision/universe/solarsystem/hubble_moon.html

Website - International Space Station (NASA) http://www.nasa.gov/mission_pages/station/main/

Website - ISS tracker (Myflipside media) http://www.isstracker.com/

Website - Mars science laboratory Curiosity rover (NASA Jet Propulsion Laboratory) http://mars.jpl.nasa.gov/msl/mission/rover/

Website - NASA destination station (NASA) https://www.nasa.gov/mission_pages/station/news/destination_station/index.html

Website - NASA Mars Exploration (NASA) http://mars.nasa.gov/




Duration: 10 Weeks


Website - NASA missions (NASA) http://www.nasa.gov/missions/index.html

Website - Planetary fact sheet - Metric (NASA) http://nssdc.gsfc.nasa.gov/planetary/factsheet/

Website - Planets (National Geographic) http://science.nationalgeographic.com/science/space/planets/

Website - Solar system exploration (NASA) http://solarsystem.nasa.gov/planets/

Website - Space facts (Science kids) http://www.sciencekids.co.nz/sciencefacts/space/definitions.html

Website - Space glossary (Family education network) http://www.factmonster.com/ipka/A0774869.html

Website - Survival! Exploration: Then and now (NASA) http://www.nasa.gov/pdf/166504main_Survival.pdf

Website - The Dreaming (Australian government) http://www.australia.gov.au/about-australia/australian-story/dreaming

Website - What is a planet? (NASA) http://solarsystem.nasa.gov/planets/whatisaplanet.cfm

Website - What is Aboriginal astronomy? (Ray Norris - Emu Dreaming) http://emudreaming.com/whatis.htm

Assessment Planner - Exploring the solar system

Assessment task - Sci_Y05_U2_AT_ExplSolarSystem.docx

Assessment task - Sci_Y05_U2_AT_MR_ExplSolarSystem.pdf

Assessment task - Sci_Y05_U2_AT_SH_ExplSolarSystem.pdf

Assessment task - Sci_Y05_U2_AT_TN_ExplSolarSystem.docx

Assessment Assessment task - Exploring the solar system

Assessment task - Exploring the solar system: Model response (pdf)

Assessment task - Exploring the solar system: Student resource (pdf)

Assessment task - Exploring the solar system: Teaching notes




Duration: 10 Weeks




Duration: 10 Weeks

AssessmentAssessment

Assessment Task – Marking guide

AssessmentTask Name

Exploring the solar system (Yr 05)Type Poster/multi-modal presentation

Date

Description Students describe key features of the solar system. Students describe how science knowledge develops from many people's contributions and explain how scientific developments have affected people's lives and solved problems. Students communicate ideas using multimodal texts.

Learning Area Science

Science understanding Science as a human endeavour Science inquiry skills

Describe key features of our solar system. Discuss how scientific developments have affected people's lives and help us solve problems.Describe how science knowledge develops from many people's contributions.

Communicate ideas using multimodal texts.

A ◄ Applies science knowledge to compare key features of planets. ◄ Evaluates the relationships between scientific

developments, technology and solving problems. ◄ Communicates using accurate scientific language and appropriate representations comprehensively.

B ◄ Compares and contrasts two objects in the solar system. ◄ Explains how a discovery or invention has solved

problems. ◄ Communicates ideas using scientific language and representations.

C ◄ Describes key features of the solar system ◄

Describes how scientific developments have affected people's lives and helped us solve problems.Describes how science knowledge develops from many people's contributions.

◄ Communicates ideas and findings using multimodal texts.

D ◄ Identifies features of the solar system. ◄ Identifies a discovery or invention that has been a result of space exploration. ◄ Uses everyday language.

E ◄ States a feature of the solar system. ◄ States a discovery or invention. ◄ Uses fragmented language.




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


Documents

pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . Our place in the solar system. In this unit, students will describe the key features of our solar system including