Integrated Unit of Work on: Earths Place in Space General Capabilities: Literacy Intercultural Understanding Cross-Curriculum Priorities: Aboriginal

& Torres Strait Islander Histories and Cultures Science Overarching Ideas: Pattern, Order and Organisation Scale and Measurement Science Program: Science Understanding Earth and Space Sciences: The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) Science as a Human Endeavour Nature and Development of Science: Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE081) Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE082) Science Inquiry Skills Form and Function Matter and Energy Stability and Change Systems Asia & Australias Engagement with Asia Sustainability Numeracy Personal and Social Competence Information and Communication Technology Ethical Behaviour

Year Level: 5 Critical and Creative Thinking

Questioning and Predicting: With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS231) Planning and Conducting: With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086) Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS087) Use equipment and materials safely, identifying potential risks (ACSIS088) Processing and Analysing Data and Information: 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) Compare data with predictions and use as evidence in developing explanations (ACSIS218) Evaluating: Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS091) Communicating: Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)

Prior Knowledge Children have completed two weeks of Science work on the topic of gravity. Children have participated in an excursion to the Perth Observatory.

Exemplar Texts http://www.youtube.com/watch?v=Ip2ZGND1I9Q International Space Station view of Earth

Links to other learning areas This unit of work links to Literacy and Numeracy.

Lesson number: 1

Lesson title: Diagnostic Assessment Scaled Models Part 1

Selected Learning Outcomes (AC) Science ACSSU078 ACSIS231 ACSIS090 ACSIS093 English ACELA1504 ACELY1796 ACELY1701 ACELY1704

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Whole class: Bring the children to the mat and ask them about their experience at the observatory. Present the various scaled objects to the class and explain that each one represents a planet. Task: Ask the class to decide as a group which object should represent each planet. Encourage discussion, contributions and justifications for suggestions put forth. Arrange the planets into the order decided by the class. Have one child hold a planet and take the class out to the oval. Place one child as the sun (basketball) at one end of the oval and ask the children to decide, as a group, how far each planet is from the sun. Observe the children in their discussions and question them on their decisions in order to stimulate scientific dialogue. Once the group has decided on the spacing between each planet, read them the real distances to scale and have them measure these out using the trundle wheel. After all planets have been adequately spaced, ask the children to comment on the difference between their approximations and the actual scaled distance. Ask the children their thoughts on the importance of scaled models when working with data and situations that are astronomical in size.

Assessment

Students will:

Primary Connections information sheet.

1. Decide as a class which objects represent scaled models of the planets. 1 x Basketball 2 x peppercorns 2. Predict how far apart each planet 2 x peas would be from the sun, based on a 2 x poppyseeds scaled model of the solar system (school 1 x marble oval). 1 x ping pong ball 1 x trundle wheel 3. Correct the distances based on real data. Scrap paper and tape. 4. Discuss the differences between Digital camera. predictions and results. 5. Comment on the importance of the use of scaled models in Science.

Diagnostic: The practical activity will act as a diagnostic assessment of the prior knowledge of the entire class. Ongoing: Observation of childrens predictions, questions and contributions to the class discussions will be noted.

Lesson number: 2 and 3

Lesson title: Scaled Models Part 2 and Part 3

Selected Learning Outcomes (AC) Science ACSSU078 English ACELA1504 ACELY1796 ACELY1701 ACELY1704

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline

Assessment

Students will: 1. Create a 3D model to represent their understanding of the movements of the Earth, Sun and Moon. 2. Work in teams to create the 3D model and communicate their understandings to the class. 3. Record the process of constructing the model in their Science workbooks. 4. Observe and describe the similarities and differences between each teams models and offer reasons for these observations.

Scrap paper for note taking in Part 1: teams. Class: As a group, read through But It Looks Flat, the comic from Primary Connections. Discuss the idea that if you use models and experiences to explore different theories, 1x But it looks flat comic copy they can often be easier to understand. Eratosthenes used hands on experiences to for each child (from Primary measure his more abstract theories. Connections). Teams: Explain that the children are going to work in teams to create a 3D model to Science workbooks. show how they think the Sun, Earth and Moon all move in relation to one another. They may use any of the equipment provided. SelectorTools and TimerTools app. The teams must label their 3D model using scientific terms such as rotate and orbit. The teams must explain the time each space object in their model takes to complete 6 x Polystyrene balls. one orbit (one circle around another space object) or rotation (one turn around its 6 x Wooden skewers. own axis). 6 x Table tennis balls. 6 x Plasticine balls. Ask students to use common timescales, such as minutes, hours, days, months or Cardboard, wire, sticky tape, years. Discuss how to represent this on the model, for example, by attaching written split pins. tags to paths of orbits. Digital Camera. Class: Model two different techniques for making their 3D models but encourage them to come up with their own if they feel it would suit the task better. Part 2: Class: As a class, discuss similarities and differences between each teams models. Why might this be? Each team is to describe their model and any defining features. They may choose to explain how they decided on the process for constructing their model and any challenges they faced during the task. Independently: Take photos of each of the teams 3D models. Have each child glue a picture of their 3D model into their science workbook and write a description of what they have constructed. Focus Questions: How did you decide how to represent the Sun, Earth and Moon? How did you represent their movements? Do you think your model is to scale? Why do you think that is important? What else would you need to be included for it to be a model of the solar system?

Digital photographs: Pictures will be taken of each teams representation of the Earth, Sun and Moon for further discussion. Checklist: Each child will be assessed on their contribution to their teams model. Ongoing: Observation of childrens predictions, questions and contributions to the class discussions will be noted. Marking: Each childs Science workbook will be collected and marked.

Lesson number: 4

Lesson title: Investigation Part 1

Selected Learning Outcomes (AC) Science ACSSU078 ACSHE081 ACSIS231 ACSIS086 ACSIS087 English ACELA1504 ACELY1796 ACELY1701 ACELY1704

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Class: Ask the children what energy from the Sun is called (solar energy). Ask the children what two forms of energy come from the Sun (heat and light). Explain that the investigation they will be undertaking will explore how heat energy can affect us on the Earths surface. Task: The class will be divided into groups of 4 for this task. Each group is to investigate how best to heat 100 mL of water using solar energy. Display the Word document on the SmartBoard with the exemplar set up. Each team is to choose one variable to either change or add to the existing set up in order to measure effective heating of the water. The teachers experiment will act as the control, using only a measuring cup full of cold water placed in the Sun. Children may add a mirror, change the shape of the container or wrap the container in alfoil or coloured paper. Planning: Each team will have the lesson to plan their experiment and fill out their Middle Primary Investigation Planner. Independently: Each child should draw a labeled diagram in their Science workbook of their proposed experiment set up. The diagram should include a title. Once each team has completed their planning, diagram and Investigation Planner they are to write a list of materials needed for the experiment. This list of materials should be handed to the teacher in preparation for the following lesson.

Assessment

Students will:

Copy of Middle Primary Investigation Planner from 1. Design an experiment to use solar Primary Connections for each energy for passive solar heating of child. 100mL of water. Science workbooks. 2. Draw a diagram of the proposed experiment set up: complete with labels SelectorTools and TimerTools and title. on the SmartBoard. 3. Write a list of materials needed for the Checklist. experiment. Word document with 4. Fill in the Middle Primary Investigation diagram for exemplar Planner variable sections. experiment. 5. Make predictions as to the outcome of their experiment. 6. Identify the two sources of energy from the Sun as light and heat.

Investigation Procedures: Questioning and Predicting Planning Each teams planning will be collected and marked. Ongoing: Observation of childrens predictions, questions and contributions to the class discussions will be noted. Marking: Each childs Science workbook will be collected and marked.

Lesson number: 5

Lesson title: Investigation Part 2

Selected Learning Outcomes (AC) Science ACSSU078 ACSHE081 ACSIS231 ACSIS086 ACSIS087 ACSIS088 ACSIS090 ACSIS218 ACSIS091 ACSIS093 English ACELA1504 ACELY1796 ACELY1701 ACELY1704

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Conducting: Each team should collect the equipment needed for their experiment. They may then go outside and set up their experiment. Once every team has set up their experiment the timer will start, set for one hour. While the timer is running, children may begin writing out their Investigation in their Science workbooks using the Word document provided on the SmartBoard. After half an hour the children are to go outside and all measure the temperature of their water. This is to be recorded. Photos of the experiment set ups and children conducting their experiments should be taken for adding into their Science workbooks. After an hour the children are to go outside and measure the temperature of their water. This is to be recorded. Independently: Once the final measurement of the water temperature has been made, the children are to finish recording their Investigations and displaying their results. At the end of the lesson when every child has finished writing up their Investigations, the results of each teams experiment will be shared with the class. Focus Questions: Why are there so many similarities/differences between the experiments? What could we change about the investigation if we were to repeat it? Why is it important to learn about solar energy? What could we investigate next?

Assessment

Students will:

Science workbooks.

1. Conduct their experiment based on SelectorTools and TimerTools their plans from the previous week. on the SmartBoard. 2. Record their results using a simple Checklist. table or graph. Word document: Writing up 3. Compare their results with their Investigation. predictions and write a concluding paragraph about what they have learned Digital camera. from the experiment. Materials as listed by each 4. Share these findings with the class. team from the previous lesson. Thermometers.

Investigation Procedure: Conducting Anecdotal records will be made of each childs conducting of the experiment. Focusing on their care when using scientific equipment and their teamwork ethic. Processing and Analysing Data Evaluating Communicating Science workbooks will be collected and marked. Ongoing: Observation of childrens predictions, questions and contributions to the class discussions will be noted.

Lesson number: 6

Lesson title: Assessment

Selected Learning Outcomes (AC) Science ACSSU078 ACSIS093 ACSHE081 English ACELA1504 ACELY1796 ACELY1701 ACELY1704

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Independently: Each child will be given the Science topic assessment and given twenty minutes to complete the task. Class: As a class watch the video of the International Space Station time lapse over Earth.

Assessment

Students will: 1. Complete the assessment.

Assessments for each child. TimerTools on SmartBoard.

Summative: The final assessment will be marked according to the attached rubric.

2. Watch the International Space Station International Space Station time lapse over Earth video. video. 3. Discuss knowledge gained in the Unit Records sheets. and what they would be interested in learning about next. Rubrics.

Marking: Each childs Science workbook will be Discuss what they have learned in the unit so far and if anything has surprised them or collected and marked. interested them in particular.

3D Model Task Participates and contributes to team project.

Notes Anecdotal records of science contributions.

Investigation Shows awareness of the need for fair testing. Uses scientific equipment correctly. Records data using a table, diagram or observations. Includes essential elements in science procedure.

Assessment Writes a scientific A, B, C, D conclusion based on the results.

Assessment & Investigation Rubric Name: ______________ - Above level / Consistently demonstrated - At level / Frequently demonstrated - Near level / Occasionally demonstrated - Below level / Not demonstrated Shows awareness of the need for fair testing. Uses scientific equipment correctly. Records data in simple tables, diagrams or observations. Includes essential elements in science procedures. Writes a scientific conclusion based on results. Uses evidence to support theory that the Sun provides heat and light energy for Earth. Names each planet in the solar system in order. Gives two reasons as to why scaled models are important. Draws an accurate diagram to show the relationship between the Earth, Moon and Sun. Assessment & Investigation Rubric Name: ______________ - Above level / Consistently demonstrated - At level / Frequently demonstrated - Near level / Occasionally demonstrated - Below level / Not demonstrated Shows awareness of the need for fair testing. Uses scientific equipment correctly. Records data in simple tables, diagrams or observations. Includes essential elements in science procedures. Writes a scientific conclusion based on results. Uses evidence to support theory that the Sun provides heat and light energy for Earth. Names each planet in the solar system in order. Gives two reasons as to why scaled models are important. Draws an accurate diagram to show the relationship between the Earth, Moon and Sun. Assessment & Investigation Rubric Name: ______________ - Above level / Consistently demonstrated - At level / Frequently demonstrated - Near level / Occasionally demonstrated - Below level / Not demonstrated Shows awareness of the need for fair testing. Uses scientific equipment correctly. Records data in simple tables, diagrams or observations. Includes essential elements in science procedures. Writes a scientific conclusion based on results. Uses evidence to support theory that the Sun provides heat and light energy for Earth. Names each planet in the solar system in order. Gives two reasons as to why scaled models are important. Draws an accurate diagram to show the relationship between the Earth, Moon and Sun.

Solar Energy Investigation:

Assessment Name: ____________________________________ Date: _______ 1. Write the names of each planet in our solar system, in order: a. _______________________ b. _______________________ c. _______________________ d. _______________________ e. _______________________ f. _______________________ g. _______________________ h. _______________________ 2. Give two reasons as to why using scaled models in Science is important: a. _____________________________________________________________________________ _____________________________________________________________________________ b. _____________________________________________________________________________ _____________________________________________________________________________ Draw a simple diagram of how the Earth and Moon revolve around the Sun. Label your diagram and write a sentence to describe what youve drawn.

___________________________________________________________________________________________ ___________________________________________________________________________________________