Teacher Notes

Objective: Students will demonstrate knowledge and

understanding of our solar system through the distances of
the planets from the sun using an Astronomical Unit (AU).
In groups they will participle in hands-on tactile approaches
by constructing a scale model solar system.

Does life exist somewhere else in the universe?

STEM-based education combines all science, technology, engineering and

mathematics to develop authentic learning opportunities for students (ACARA,
2020c). Through the implementation and focus of hands-on learning to real-world
applications, students enrich an array of learning skills including communication,
decision-making, leadership, independent thinking, problem solving, creativity,
critical analysis, curiosity and development of motor skills (National Inventors Hall of
Fame, 2020). Higher-order cognitive skills (HOCS) is an approach in which upshifts
these learning abilities to be able to effectively evaluate and reflect, while making
specific links to a real world outlook (Zoller, 2011).

The Education Council (2015) has developed a strategic plan whereby two goals have
been altered to suit the development and identification of the important of STEM for
students learning throughout the 21st century.

Goal 1: Ensure all students finish school with strong foundational knowledge in
STEM and related skills.
Goal 2: Ensure that students are inspired to take on more challenging STEM subjects.

Schools encounter a critical part of the implementation of STEM within students

learning progress as individuals can successfully develop their ability, engagement,
participation, aspiration, and openness to opportunities (Education Council, 2015).

STEM (Science, Technology, Engineering, Mathematics)

Science – Students will continue to develop their knowledge and understanding about
how the earth is part of a system of planets orbiting around the star (sun)
(ACSSU078) (ACARA, 2020a). Students will successfully be able to identify each of
the planets and compare the distance of each using an Astronomical Unit (AU) while
identifying that the suns role is a provider of energy for the Earth. (ACARA, 2020a).

Technology – Students will be involved in an online quiz, where they will be given a
classroom iPad and in groups will be discussing and selecting answers to the
questions. Here is the link to the Kahoot quiz:
https://create.kahoot.it/share/solar-system/aacf7cb3-a9ae-44c3-ac7b-b166d4e80692
If Kahoot quiz is NOT working –
If there are any issues with either running the quiz, a teachers copy of the questions
and answers are on a word document as well as a back up PowerPoint that can be
presented on the projector used at the beginning of the session. Ensure that the Kahoot
is tested and can successfully connect to student iPads before beginning the session so
no error will occur at the end of the activity.

Engineering – Students will be developing a 3D solar system model in response to

the correspondence of planets and their distance in comparison to real life. They will
work together in groups (groups will be pre-organised) to construct this model. This
model will then pose questioning: Does life exist somewhere else in the universe?
After the completion of this task, each group’s model will be placed on the fishing
line with a peg (teacher task). Teachers and students will then compare and see who’s
group got the closest proximately in relation to distance.

Mathematics – Linking mathematical content to this session, students will describe

and create patterns with whole numbers in the relation to addition (ACMNA107)
(ACARA, 2020b). They will have the ability to recognise and use patterns and
relationships while exploring new process of information. Students would have prior
learnt

Astronomical unit (AU) Teacher Copy

Below are the answers in which the students should have:

Astronomical unit – 1AU = approximately 150 kilometres

SCALE FACTOR: 1AU = 10cm (per Astronomical unit)

TEACHER ANSWERS
Planet AU Scale Value (cm) Colour
Sun 0.0AU 0cm Yellow
Mercury 0.4AU 4cm Solid red
Venus 0.7AU 7cm Cream
Earth 1.0AU 10cm Clear blue
Mars 1.5AU 15cm Clear red
Jupiter 5.2AU 52cm Orange
Saturn 9.6AU 96cm Clear gold
Uranus 19.2AU 192cm Dark blue
Neptune 30.0AU 300cm Light blue

- Students will be given this worksheet after being organised in their arranged groups.

IMPORTANT:
Ensure students understand that the solar system is not in a straight line and that the
use of the string is known as the radius of the orbits of the planets.

Key facts about our solar system you may need to know:

Science Kids (2020) states that:

The Solar System formed around 4.6 billion years ago.
The inner planets (also known as terrestrial planets) are smaller and made mostly
of rock and metal
The outer planets (also known as gas giants) are much larger and made mostly of
hydrogen, helium and other gases.
As of 2008, there are also five dwarf planets: Pluto, Ceres, Eris, Makemake &
Haumea.
For thousands of years humans were unaware of the Solar System and believed
that Earth was at the centre of the Universe.

The Panets (2020) States that:

Sun –
The Sun accounts for 99.86% of the mass in the solar system.
The energy created by the Sun’s core is nuclear fusion.
The Sun is travelling at 220 km per second. It is around 24,000-26,000 light-years
from the galactic centre and it takes the Sun approximately 225-250 million years
to complete one orbit of the centre of the Milky Way.
The Sun has a powerful magnetic field. 
Temperatures inside the Sun can reach 15 million degrees Celsius

Mercury –
A year in Mercury is 88 days, yet a Mercury day is 176 Earth days
Mercury is the smallest planet in the solar system
The planet has just 38% of the gravity on Earth
Mercury does not experience any seasons
Only two spacecraft have ever visited Mercury

Venus -
Venus is sometimes referred to as the “morning star” and “evening star”.
Venus rotate in the opposite direction to other planets.
Venus is the hottest planet in the solar system with an average surface temperature
of 462°C (863°F). 
The estimated age of the Venusian surface is around 300-400 million years old
The atmospheric pressure of Venus is 92 times stronger than Earth’s. 

Earth -
Earth is the densest planet in the solar system.
Earth’s atmosphere is composed of 78% nitrogen, 21% oxygen, and trace amounts
of other gases including argon and carbon dioxide.
Earth has a very powerful magnetic field. 
The Earth was once believed to be the centre of the universe. 

Mars -
 Only 16 of the 39 Mars missions have been successful. 
Pieces of Mars have been found on Earth
Mars experiences huge dust storms – the largest in our solar system. 
It takes Mars 687 Earth days to orbit the Sun with its orbit radius of 227,840,000
km.
Mars has seasons like Earth, but they last twice as long. 

Jupiter -
Jupiter has the shortest day of the eight planets. The planet rotates very Jupiter
rotates very quickly, turning on its axis once every 9 hours and 55 minutes. This
rapid rotation is also what causes the flattening effect of the planet, which is why
it has an oblate shape.
Jupiter has at least 67 moons in satellite around the planet. 
Eight spacecraft have visited Jupiter so far.
Jupiter’s Great Red Spot is an enormous storm that has been raging for over 300
years.

Saturn -
Saturn is one of five planets able to be seen with the naked eye.
The most common nickname for Saturn is “The Ringed Planet”
It takes Saturn 29.4 Earth years to orbit the Sun
Saturn has the fastest winds of any other planet in our solar system.
Saturn has 150 moons and smaller moonlets.
Saturn appears a pale, yellow colour because its upper atmosphere contains
ammonia crystals.
Saturn is 1,424,600,000 km from the Sun

Uranus -
Uranus rotates on its axis once every 17 hours and 14 minutes
Uranus wind speeds can reach up to 900 km per hour.
Uranus is often referred to as the “ice giant”. 
The mass of Uranus is about 14.5 times the mass of Earth, making it the lightest of
the four gas giants of the outer solar system.

Neptune -
It takes Neptune 164.8 Earth years to orbit the Sun. 
Neptune has a storm similar the Great Red Spot on Jupiter. It is commonly known
as the Great Dark Spot and is roughly the size of Earth.
Neptune has 14 known moons.
Neptune has an average surface temperature of -214°C
 OVERVIEW OF SESSION – TEACHER GUIDE
Time Task Differentiation
PRIOR – Students will be introduced to this topic prior to this event. Students will understand how to convert astronomical unit (AU) to
centimetres, being able to complete this task individually and in groups. From previous years students have developed their understanding
of planet ordering and have watched engaging videos in relation to this task. Therefore, within this session, students will construct a 3D
solar system model in relation to real world links/distances and be involved in an online quiz to recap topic learnt at the end of the event.
11:30am STUDENT ROLE: Students will be sitting in their classroom groups facing the hall Questioning - checking for
Introduction of stage ready to begin the session. understanding to ensure
event students comprehend the given
TEACHER ROLE: Teacher will introduce what will be happening today (objective) task of the topic.
for this session. Teacher will state that students will be working in groups to develop Modelling – 3D solar system
and construct a 3D model of a solar system in conjunction to the planets distances. An Content explained – auditory
example will be modelled for students. Teacher will pose questioning for and visually due to student
understanding. “what are we doing today?” “What are we to do next?” needs.
Teachers and teacher aides will be supervising students.
11:40am STUDENT ROLE: Students are to stand once their names are called by the teacher Level of complexity – due to
Organisation of and are to walk to their designated table number. The numbering allows students to the levelled abilities of students,
groups stick together and through the completion of their model, they will know which one is this task will be done in groups
theirs. as individuals can help one
another.
TEACHER ROLE: There will be 25 groups in total. Each group will contain three Collaborative Team Work –
students in each. The group organisation is prepared before this event. Every group is Students will be working in
allocated a specific number. The teacher is to say the group names and number and the groups of three to construct
kids will do to their designated table. their model.
11:45am STUDENT ROLE: Once students are designated to their working space, they need to Expectation of completion –
Resources + check that their zip lock bag has all materials and equipment needed. These include: giving students set instructions
sheet handout - 5m string for them to follow will
- 8x different beads (similar to planets) encourage independence,
- 1x plastic peg critical thinking and leadership
- 1x meter ruler for measurements skills
Clear guidelines – By giving
TEACHER ROLE: Once the teacher has designated students their working space, the clear instructions students will
teacher needs to ensure each group has all the required materials. Teacher will ask have succinct understanding of
students to put their hands on their head once they know they have the equipment. the task requirement.
11:50am STUDENT ROLE: Students will then be given instruction to begin their worksheet. Support – assist students who
Timer (students They will be converting astronomical unit (AU) into centimetres to effectively may be struggling
begin) complete this task. Once completed their will be able to begin their model where at Time Management - Students
each distance calculated, they will use the ruler to determine where each of the need to work and construct this
ordered planets need to be placed. They are to be placed with a knot. task at their own pace while
working together a group.
TEACHER ROLE: The teacher is to explain to students that their task is to complete Teamwork + communication –
the worksheet conversion then use those measurements to determine where the Students will be working
ordered planets are needed to be knotted into place. Both teachers and teacher aides together through
will monitor this task. Students will be told to begin when the timer is started. Timer communication to complete
will only be mention 15, 10 and 5 mins prior to the conclusion of the set activity task. their solar system model.
12:20pm STUDENT ROLE: Once timer goes off, students are to start finishing off their models Clear guidelines – students will
Compare group if not already finished. Teacher will call group one by one to get their models to be be given clear and set tasks
models hung up. Students will then chose one they think is the closest to the modelled given to follow, as students will
example. need to move around the hall.

TEACHER ROLE: Turn timer off. Teacher is to then call a group by their number to
come over once they have completed their 3D solar system model, where the teacher
 will then hang each one on the fishing line in order. The students who needed support
are located at the end of the number line, therefore giving those students an extra few
minutes to complete the set task. Teacher will get students to line behind which one is
the most identical to the model.
12:25-12:30pm STUDENT ROLE: Once given instructions, students will then sit in their groups Checking For Understanding –
facing the stage where they will then get passed an iPad and be given instructions to An online quiz allows teachers
Discussion and open the Kahoot app to begin the quiz. Students will then enter the pin and once ready to identify student
conclusion of will start the quiz. Once quiz is completed, teachers will conclude the event and hand understanding of what was
event out certificates. learnt. Fun and engaging
activity for students.
Online quiz TEACHER ROLE:
At the end of the session, the year 5 cohort will come together to engage in a Kahoot Continued group work –
quiz to recap their task for the STEM activity. This is altered by a main device, which Continual group work allows
the teacher will have. 25 iPads will be provided to each of the groups. Each student at students to work together and
the completion of the National Science Week, will receive a certificate with a develop a sense of
descriptive encouragement of what the teachers identified through their engagement, understanding
participation, team work skills, communication skills, critical thinking and helping
other peers etc. This will provide teachers with the necessary feedback in which may Clear instructions – Clear
be given to the students. instructions help students
comprehend what is occurring.
 Differentiation Strategies

“Equality means giving everyone equal opportunities to learn, not teaching everyone
in exactly the same way.” (Nepean Tutoring, 2016). Differentiation instruction is
aligned with four modifications including content, process, product, and learning
environment, which are driven by student’s readiness, interests and learning profile
(ASCD, 2011). This instructional strategy meets the needs of students with diverse
learning, whereby schools, teachers and teacher aides can provide individuals with the
extra support and guidance (Bednar, 2020).

Content is “the knowledge, understanding and skills that students need to learn”
(ASCD, 2011, as cited in Tomlinson & Imbeau, 2010). The use of hands-on
approaches enables learners to develop new or build upon learnt ideas. The use of
auditory and visual displays caters for an array of learning needs as it is ideal for
flexible learning and maximises the activation of learning. Students will have prior
understanding of an astronomical unit, and how 1AU is converted to 10 centimetres,
however on students’ worksheet, there are two examples completed, to prompt
students who may be struggling. An objective is stated at the beginning of the session
to allow students to comprehend the instructional steps that need to be taken.
Modelling of the 3D solar system model is providing students with the visual
representation and relevance of the task while decreasing the chance of error and
increases self-regulated learning.

Process is “how students come to understand and makes sense of the content” (ASCD,
2011, as cited in Tomlinson & Imbeau, 2010). Process encourages students to make
sense of the topic being taught, while linking to what they may already know and
realising its usefulness within our world (ASCD, 2011). As each student works at his
or her own level, by allowing time to understand the concept will develop students
with a greater understanding and cultivate enjoyable learning.

Product is “for students to demonstrate what they have come to know, understand and
be able to do after an extended period of learning” (ASCD, 2011, as cited in
Tomlinson & Imbeau, 2010). The use of students working in flexible grouping for the
construction of the 3D solar system, allows students to interact with peers, interpret
and discuss different perspectives, encouraging students to solve these problems.

Learning environment is the “effect and feeling on their learning” dependent on their
surroundings and learning space (ASCD, 2011). Hall B is the chosen area to complete
this session as it allows students to have the space of not feeling crowded or
overwhelmed. The use of smaller groups elevates student collaboration and
teamwork, allowing each student to give it a go and have fun. Clear guidelines
encourage students to complete the set task while also having the capability to move
around. Modifications of the learning environment support learners who simply
cannot sit for an extended period of time, therefore spacing between groups will
reassure learning (ASCD, 2011, as cited in Tomlinson & Imbeau, 2010).