Primary Science Resources

Appendix 1

What we think we know What we want to know What we learned How we know
Appendix 2

https://b.socrative.com/teacher/#import-quiz/50647909
Appendix 3

Checklist – Diagnostic Assessment Date:

Used to record each student’s ability to achieve the lesson objectives in relation to our new
Science topic ‘Earth’s Place in Space.’

Key: **** Excellent

*** Mostly correct
** Confuses some parts
*Still developing

Student Independently use Complete a Socrative Contribution during

rocks to quiz to identify each class discussions and
demonstrate each student’s prior level of assistance
planet’s relative size knowledge in needed in activities.
and location to the relation to the
Earth and the Sun. science topic,
‘Earth’s Place in
Space.’
Appendix 4
Appendix 5
Appendix 6
Space Object Optional Objects

Sun Gym ball (70cm diameter)

Jupiter Baseball

Mars Small pebble

Earth A slightly larger bead than Venus

Uranus Bouncy ball or super ball

Venus Bead

Saturn Tennis ball

Neptune A slightly larger marble than Uranus

Mercury Small pebble

Appendix 7
Appendix 8

Anecdotal Notes – Formative Assessment Date:

Used to record the students’ ability to achieve the lesson objectives as well as their
contribution to collaborative activities

Student: Student:

Student: Student:

Student: Student:
Appendix 9
Appendix 10

Appendix 11
Appendix 12

Two Stars and a Wish

Star #1

Star #2

Wish

Appendix 13
 Traffic light checklist – formative assessment Date:
Used to record each student’s ability to achieve lesson objectives as well as contribution
during class discussions and activities
Traffic light system:
Green = achieved
Yellow = mostly achieved
Red = not yet achieved

Student Individually In pairs, Contribution Comments:

construct a construct a
during class
paper plate fact sheet to
Solar System explain the discussions
that includes phases of the and
the correct Moon. activities
location and
size of each
planet in
relation to the
Earth and the
Sun.
 Appendix 14

Team members’ names: Date:

Solar System Space Object:

Size: Description:

How far is it from the Sun?

How long is its day? Notes:

How long is its year?

Information sources

Appendix 15

Conclusion Question

1. Was everything we know about the Solar System accurately represented in the model?
2. What did you find challenging about making a model to scale?
3. What have you found out?
4. What are the strengths of this model and weaknesses of this model?
5. How could we improve this investigation for next time?
6. Was your prediction accurate and what would you change next time about your prediction?

Appendix 16
 Checklist – Summative Assessment Date:
Used to record each student’s ability to achieve the investigating outcomes

Key: **** Excellent

*** Mostly correct
** Confuses some parts
*Still developing

Student In groups of three, As a class, create a Contribution during

collect data to Solar System that class discussions and
identify a planet’s accurately class activities.
size, relative represents the
distance from the distances between
Sun and length of planets.
one day and one
year on each planet.

Appendix 17

Story Creator Self-Checklist Tick once completed

1. Included the name and characteristics of the
planets in our Solar System.

2. Identified how long each planet takes to

orbit the Sun.

3. Included photos to demonstrate the relative

size of the Earth, the Sun and the other
planets.

4. Explained the relative distance between the

Earth, the Sun and the other planets.

5. Described the different phases of the moon.

6. Correct spelling and punctuation have been

used.

Appendix 18
Student:

Marking Key Excellent Good Satisfactory Limited

Details:

Describes the eight planets of the Solar

System.

Identifies how long each planet takes to orbit

the Sun.

Provides evidence of the relative size of the

Earth, the Sun and the other planets.

Explains the relative distance between the

Earth, the Sun and the other planets.

Describes the different phases of the moon.

Classroom behaviour:

Consistently contributes during classroom

discussions and activities.

Presentation:

Correct spelling and punctuation have been

used

Comments:

References
Artyfactory. (n.d.). Aboriginal Art Dreaming Stories – The Emu in the Sky.
https://www.artyfactory.com/aboriginal-art/aboriginal-art-dreaming-stories-the-
emu-in-the-sky.html

Hackling, M. (2020). Earth’s place in space: Australian Academy of Science.

Peekaboo Kidz. (2015, June 24). SOLAR SYSTEM – The Dr. Binocs Show [Video]. YouTube.
https://www.youtube.com/watch?v=w36yxLgwUOc

Professor, B. (2017). The Faces, or Phases, of the Moon – Astronomy Book for Kids. Baby
Professor.

Rabe, T. (1999). There’s No Place Like Space! Random House Books For Young Readers.

Science Box. (2015, December 17). Galileo – and his big idea [Video]. YouTube.
https://www.youtube.com/watch?v=REUdlA44vuY

Skamp, K., & Preston, C. M. (2017). Teaching primary science constructively (6th ed.). South
Melbourne, Vic;South Melbourne;: Cengage Learning Australia.

School Curriculum and Standards Authority. (2014). SCSA.

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-
v8#year-1-syllabus

School Curriculum and Standards Authority. (2014). SCSA.

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-
v8#year-3-syllabus

School Curriculum and Standards Authority. (2014). SCSA.

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-
v8#year-5-syllabus