English
(option 1)
Keep a journal of their
experiences of viewing the night
sky. What can they see each
night, what sometimes goes
away, what do the feel from
taking the time to simply sit and
watch.
Science / Technology & Enterprise
Geography
Explore the constellations
that can be seen in the sky,
from what parts of Earth can
each be seen.
CONCEPT MAP Maths
How can the sun be used to tell
Religious Education / Spiritual Education the time?
What are time zones and why do
we need to use them?
Scale- how can the planets be
used to teach it.
Concept: The Solar System Term: 3
Weeks: 1-10©The University of Notre Dame 2010 developed by C McGunnigle
Health & Physical Education
History The Arts
Explore and investigate how the How can we visually represent the
planets and our solar system has solar system; paintings, dioramas,
been viewed by different personifications.
cultures in the past. I.e. as Gods, Explore different cultures
Earth as the centre of the representations of the solar system.
universe. Etc.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: T 3, Wks 1-10 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science; The Solar System
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about the Solar system
 To elicit students’ questions/ prior knowledge about the solar system
 Diagnostic assessment used- in this lesson you will find out what the students already know about the solar system. This will allow you to take account of students’ existing ideas when planning
learning experiences

LESSON AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

1 ACSS ACSIS Create a visual DIAGNOSTIC  Introduce topic of space through class discussion. What are the Cut outs of;
U078 088) representation of the Collection of Start with opening question of “What is space?” names of the The planets,
solar system by student work at  Take responses from students and start making a planets in our sun, and moon.
using the given end of the session solar system? Names of each.
pictures representing for review and brainstorm on board, grouping ideas into categories
each major planet in recording. Focus (planets, astronauts and science, mythology, etc.) What order do Large
the solar system and on how students  Move discussion into focusing on what is in space the go in? card/paper for
arranging them. have set out their around us (earth), before introducing the topic of the models
solar system solar system. Are they all the
(straight, rings, same? How
 After discussion, explain to students that they will be
ect.) so?
creating a model of the solar system individually,
When questioning using the provided resources.
students, make  Be clear that you want them to show which planets
note of their or other items are which, and the order in which
general they can be found in the solar system.
understanding of
 How they do this is up to them as long as they can
concepts to
inform further point it out or can be understood.
teaching.  Students are welcome to share with a partner upon
completion.

For lower level students, focus on getting them to match

up each planet with its name before moving into the
order (reduce to the first 4 planets if necessary). For
higher level students, see if they can find anything else
that could be added to their solar system (i.e.astroidbelt)
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of the phases of the moon.
 To support students to investigate and explore ideas about how the moon changes.
 Formative assessment

LESSON AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

2 ACSS ACSIS Over the course of FORMATIVE  Teacher to start by showing a picture of a full moon Does the Record
(To be U078 090) ~1 month, complete Use anecdotal and asking students what it is. All should say moon, moon ever sheets/books
done a table recording the notes to follow prompt to see if any know that this particular one is change? with table
for the phases of the moon. students included for
called a full moon.
entiret Show how many progress. Can be Does the students to
nights they saw each improved by  Bring up an image of a crescent moon, ask the moon itself complete over
y of
phase and the dates having various same question of what it is. Can students still change or just the course of
the
unit as of which they were sessions identify that it is the same moon. how we see it? this observation.
an observed. throughout the  Repeat for new moon.
observing phase Table has a
ongoin  Pose question “What is happening to the moon?”
g task to discuss what column for each
the groups tables Guide discussion into introducing the phases of the phase of the
are looking like moon, and how at different times we see the moon moon (teacher
(do at the differently. discretion as to
changing of each  Explain to students that over the next few weeks, how many of the
phase). they are going to be recording the changes in the eight phases to
phases of the moon. use) with its
name and an
 Every night the are going to go outside and view the image. Room
moon recording which phase they see in their table beneath for
with the date. students to
 Over time they should see each of the different record the date
phases. each time they
see this moon.
 Teacher to model how this is done for student
benefit.

Students should receive a table tailored to their abilities.

Higher level students should have ones that encompass
more phases than those who are less able. Checking in
with students as a group at different points will also help
identify any problems students are having or any
changes that need to be made.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

LESSON AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

3 ACSS (ACSH ACSIS Create a timeline FORMATIVE  Teacher to review the phases of the moon with the Why might the Large paper A3,
U078 E081) 090) showing the passage Teacher to use class, what do they look like, what are some of their two various drawing
between the phases checklist to see if names. hemispheres utensils, student
ACSIS over the moon over a students were view the moon data records,
218 set period. able to transfer  Teacher to go over with students the data they have differently? copies of the
their original data collected on their table and why it is important. lunar cycles for
Compare this with onto a timeline,  Explain to students that they will now be turning this How could we northern and
the phases of the showcase the data into a timeline. use this southern
Northern hemisphere different phases  Go over what a timeline is and how we use it with information? hemispheres,
and discuss how of the moon, and Why might it cut out of each
students to clarify for those who are unsure.
they differ. display the be helpful? of the eight
difference  Demo on board to students how you want the stages
between the timeline set out; dates from beginning of the (potentially two
northern and observations to the end (left to right), images or sets each).
southern representation of each phase being matched to
hemispheres. when they were viewed (have one image and them
a bracket over its applicable dates may work best).
 Students to work on their timelines using their
individual data.
 Once students are nearing competition or a great
many are, stop and introduce second part of task.
Once they have completed there data, they then on
the bottom part of the timeline have to show how
the northern hemisphere would view the moon at
these time.
 Use board and images to demonstrate this,
students should come to understand that the
northern hemisphere sees things in the opposite
order, Give students a copy of the lunar cycles for
the northern and southern hemispheres to act as
their guide.
Based on Primary Connections Unit ‘Our Place in Space’: Lesson 6
5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

LESSON AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

4 ACSS ACSIS Students to work in SUMMATIVE-  Review content surrounding the solar system, Students to be
U078 086) groups to create Science Inquiry what’s in it, names etc. urged to use
representations of Skills classroom
 Explain that in this session we will be looking at
ACSIS the solar system that objects but
088) showcase the size Teacher to take distance and scale, in regard to how long it takes teacher can
and distance of photos of planets to orbit the sun. source certain
planets from the sun. students complete  Start by posing h questions “How long does it take objects at their
work to use as for the earth to orbit the sun?” Follow with, “Do all discretion.
reference for the planets take the same amount of time to orbit Potentially have
assessment. the sun?” on hand craft
supplies and
Use checklist to  Discuss how the planets get further and further from other art related
determine the sun, and as such take longer and longer to orbit tools for those
whether student it. who may use
shave been able  Students task is to first fill out a sheet through them.
to accurately research that shows the time each planet takes to
visualise the solar orbit the sun.
system.
 In small groups students will need to come up with a
Take note of way of demonstrating this visually.
discussion with  Focus on what they could use to represent each
students while planets size and distance from the sun, how are the
working in planets going to orbit the sun, what is it going to
regards to their look like at the end.
thought
processes and  Students to have one session to plan ideas before
ideas to inform beginning to test and create.
assessment.
Group students into mixed ability groups in order to
support lower level students, as well as challenge all
students to work with those they might not often do so
with.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about the solar system and represent what they know about space
 Summative assessment of science understanding

LESSON AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

5 ACSS ACSIS Students are to SUMMATIVE-  Teacher to review with students the topic they have What have we Student
U078 091) complete a journal Science been focusing on. What did they start with, what did been learning workbooks
entry reflecting on Understanding they cover, what did they create? about?
ACSIS their experiences
 Students this session to reflect on the topic as a
093) with the Solar Checklist- After Why might
System unit of work. collecting and whole, what they enjoyed, what could be changed, learning about
reviewing what did they learn. our solar
students work,  Students to complete a reflective journal entry system be
were they able to based around these key notions. Write on board as useful?
cover each of the guide.
required areas in
the journal writing.  The entry can be about any part of the unit, but
teacher should make sure to set an appropriate
minimum length (~1 page).

Teacher should allow students to access their old

pieces of work from the unit to help jog their memory if
required and form a base of their writing. Teacher
should be roaming the roam offering assistance as
needed and clarifying any questions students have.