Forward Planning Document

Australian Curriculum: Science (Year 5)
Sub-strands Content Descriptions Achievement Standard

Biological  Living things have structural features and adaptations that help them to survive in their By the end of Year 5, students
sciences environment (ACSSU043) classify substances according to
Science understanding
their observable properties and

Chemical  Solids, liquids and gases have different observable properties and behave in different ways behaviours. They explain
sciences (ACSSU077)
everyday phenomena associated
with the transfer of light. They
Earth and space  The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) describe the key features of our
sciences solar system. They analyse how
the form of living things enables
Physical sciences  Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)
them to function in their
environments. Students discuss
how scientific developments have
Nature and  Science involves testing predictions by gathering data and using evidence to develop
explanations of events and phenomena affected people’s lives and how
development of science knowledge develops from

endeavour (Year 5-6)
Important contributions to the advancement of science have been made by people from a
Science as a human
science
range of cultures (ACSHE081) many people’s contributions.
 Scientific understandings, discoveries and inventions are used to solve problems that directly Students follow instructions to
Use and
affect peoples’ lives (ACSHE083) pose questions for investigation,
influence of
science  Scientific knowledge is used to inform personal and community decisions (ACSHE217) predict what might happen when
variables are changed, and plan
investigation methods. They use
equipment in ways that are safe
and improve the accuracy of their
Questioning and  With guidance, pose questions to clarify practical problems or inform a scientific investigation, observations. Students construct
and predict what the findings of an investigation might be (ACSIS231)
skills (Year 5-6)
Science inquiry
predicting tables and graphs to organise

Planning and  With guidance, plan appropriate investigation methods to answer questions or solve problems data and identify patterns. They
conducting (ACSIS086) use patterns in their data to
 Decide which variable should be changed and measured in fair tests and accurately observe, suggest explanations and refer to
measure and record data, using digital technologies as appropriate (ACSIS087) data when they report findings.
 Use equipment and materials safely, identifying potential risks (ACSIS088) They describe ways to improve
Australian Curriculum: Science (Year 5)
Sub-strands Content Descriptions Achievement Standard
Processing and  Construct and use a range of representations, including tables and graphs, to represent and the fairness of their methods and
analysing data describe observations, patterns or relationships in data using digital technologies as communicate their ideas,
and information appropriate (ACSIS090) methods and findings using a
 Compare data with predictions and use as evidence in developing explanations (ACSIS218) range of text types.
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)
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait Islander
 Numeracy
histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement with
 Critical and creative thinking
Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
SCIENCE FORWARD PLANNING DOCUMENT – YEAR 5
5E’s- ENGAGE (1-2 lessons)
TERM / WEEKS:  To capture student interest and find out what they know about XXXXX TOPIC –
 To elicit students’ questions/ prior knowledge about XXXXX
Term 2 – Week 1 Diagnostic assessment used- in this lesson you will find out what the students already Space: The Solar System
know about XXXXX. This will allow you to take account of students’ existing ideas
when planning learning experiences
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
(Year 1 & 2
only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Skills
Endeavour
ACSSU078 ACSIS231 Introduction
Guide students playing snowman (similar to hangman).
The word on the whiteboard will be ‘Solar System’.
Once the students have guessed the word the teacher will ask if
LESSON OBJECTIVES they know anything about the Solar System.
As a result of this lesson, students will be able to: - What do you know about the Solar System
 Demonstrate their knowledge of the planets by - What is something you would like to know about the Solar
completing a sorting activity. System?
 Use agree and disagree statements worksheet to - What is the Solar System made up of?
justify their ideas about space and the solar system.
Body Rotations of groups
ASSESSMENT (DIAGNOSTIC) Divide students into 3 groups. Students will rotate between 3
stations having 10-15minutes at each station. A3 paper, coloured
Teacher will use the work samples of the statements Three stations: pens,
and brainstorm to identify any misconceptions and 1. Brainstorm everything they know about the Solar System. Planet sort
what students already know to inform the next Students can write words or phrases. worksheet and cut
lesson of teaching. Also the photo of the match 2. Complete a planet sort. Once students have completed outs.
sorting to see if they were correct and need further sorting they will take a photo and upload it to the class IPads
information on the solar system. Padlet.
Padlet document
The teacher will write anecdotal notes for this 3. Discuss in groups and complete agree or disagree statement
worksheet, writing dot points justifying their answers. The
Agree/disagree
information.
students may have different opinions. statement
Give out roles to the students. Speaker, director and scribe. worksheets
Conclusion Ball
Discuss the responses from each station and any misconceptions
or questions students may have.
Everyone stands in a circle and a ball is thrown around to each
Design briefs
student. As they catch the ball they must say one word or phrase
about space that no one else has mentioned. This will continue
until all students have had a go.
Students will write in their daily journal reflecting on what
happened in today’s lesson and what they have learnt.
Introduce design brief to students about creating their own
spacecraft and divide students into groups.
LEARNER DIVERSITY
Statements activity:
- Extending students: Students can write sentences as to why
they agree or disagree with the statement.
- Enabling students: Students can tick the box they agree or
disagree with.
Brainstorm activity:
- Enabling students: There will be a prompt sheet to help
students think of answers.
Planet sorting activity:
- Enabling students: Students can sort the planets in the
correct order of the solar system.
Student placed in groups who work well together.
HEALTH AND SAFETY

During group activities, students need to be aware where they are
transitioning from one station to another so they do not bump into
each other. In the conclusion, the teacher must go through how
to throw the ball so no students are hurt and clear the desks.
5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of XXXXX TOPIC – Solar System Experiment
 To support students to investigate and explore ideas about XXXXX
Term 2 – Week 2 Formative assessment
SCSA LINKS EYLF

(Year 1 & 2
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
ACSSU078 ACSHE081 ACSIS231 Introduction Mystery bag
ACSIS086 Introduce mystery bag with toilet paper inside of it. Describe Toilet paper
ACSIS091 the item before allowing students to feel it.
- What does it feel like?
LESSON OBJECTIVES Review and go over the order of the Solar System.
As a result of this lesson, students will be able to: - What is the order of planets in the Solar System
 Construct the distance of each planet in order of the
solar system using toilet paper.
Body
Discuss the distances of each planet from the Sun.
 State and record the conversion from the distances of Estimations of the
Give students the distance of each planet.
all the planets in the Solar System into squares of toilet planets.
paper. Students are to discuss in groups how many sheets of toilet Instructions
ASSESSMENT (FORMATIVE) paper they will need to use to demonstrate the distance of worksheets.
Self-Assessment: each planet. Students will need to figure out the scale. 1 toilet Toilet paper
Students will complete a self-assessment at the end = how many kilometres. Demonstrate and work out a distance IPads
of the lesson to see their performance throughout as a class first. Class Padlet
the model making. Collect information on any gaps In groups of 3, students will construct the distance of each
in knowledge. planet in order of the Solar System using toilet. They will place
a small ball and name tag at the end of the planet to identify
Anecdotal notes/ Work Samples: the planet.
Teacher will review student’s information from the Go through the roles during an experiment and receive the
worksheet. Did students make a connection instructions hand out.
between seeing the distance the planets as a Students will take a photo of their Solar System as place it on
visual? Teacher will look through the answers of the the class Padlet and complete the questions on the hand out.
three w’s to see if students are understanding the Conclusion
importance of learning this topic and what they Students will write in their daily journal reflecting on what
predict is going to happen next. happened in today’s lesson and what they have learnt.
Students complete a self-assessment about the experiment
and their group work.
Students complete three W’s in their science journals.
- What did we learn today?
- So What? (relevancy, importance, usefulness)
- Now What? (how does this fit into what we are learning,
does it affect our thinking, can we predict where we are
going)
LEARNER DIVERSITY
Extending: Students can estimate how many hops or jumps it
would take to make it to each planet from the sun. After they
will experiment and see if their results are correct.
Enabling: Students can have the answers on how many sheets
of toilet paper.
HEALTH AND SAFETY

During construction of model, do students have enough
space between the groups to construct their model?
This lesson will take 2 lessons.

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and TOPIC –
make representations of developing conceptual understandings
Term 2 – Week 4/5 Formative assessment Features of the planets in the solar system
SCSA LINKS EYLF

(Year 1 & 2
only)
Endeavour
ACSSU078 ACSHE081 ACSIS090 Introduction
ACSIS231 Read the book There’s No Place Like Space! By Tish Rabe There’s No
Have a class discuss the features and any facts in the book about the
Solar System.
Place Like
LESSON OBJECTIVES Create a table on the whiteboard with a list of the planets in the Solar Space! By Tish
System and write the facts into the table. Students also create the table Rabe
As a result of this lesson, students will be able to:
in their science books. Add the facts from the book into the table.
 Compare and contrast at least 3 facts about each
Students think, pair, share about the five visible planets (Mercury, Venus,
planet in the solar system in a table.
Mars, Jupiter, and Saturn)
 Draw a diagram of the all planets in the solar system
- What makes them different? E.g. there features
Table
orbiting around the sun and correctly use labels. Paper and
Body
In groups, students research about the five visible planets and add pencils.
information to the table:
ASSESSMENT (FORMATIVE)
- Find an Aboriginal or Torres Strait Islander name.
Checklist: - How that culture describes them.
Teacher will use a checklist to see if students meet - Where the name came from? (Place)
the requirements of the table and diagram. Students Jigsaw activity: students get number from each group 1-4 and all the 1’s
go together to explain their finding ect.
needed to have at least 3 facts about each planet Discuss the findings as a class.
and labelled the solar system correctly. Think, pair, share about the different sizes of each planet and add it to
the table the sizes.
Exit Slip: Students reflect on the knowledge of the meaning of name connects to
the description.
Teacher will check exit slips to see what students - Why Venus is sometimes called morning or evening Star?
learnt about today’s lesson and what questions they - Why are the planets these colours, brightness or position in space?
still have. Students use the website to add more information into their tables.
Reflecting on the last lesson with the distances and this lesson for the
positioning of planets. Students draw a diagram of the solar system with
the sun in the middle and the planets orbiting around it. After students
https://stellarium-
will copy these questions from the whiteboard and write and reflect on
the answers into their science journals. web.org/
- How were the planets spaced?
- Which planet has the smallest orbit and why?
- What do you notice about the size of the planets?
- What other patterns do you notice about the planets in the solar
system?
Students will pair and share their answers.
Conclusion
happened in today’s lesson and what they have learnt.
Students complete an exit slip of 3 things.
3 Things I learnt today…
2 Things I found interesting…
1 Question I still have...
LEARNER DIVERSITY
Extending students: During research can continue to add more
information into the table without assistance. They can also research
about the other planets.
Extending students: During write up for the reflection questions of the solar
system the teacher will have the questions on a piece of paper and
prompts to guide these students.
This lesson will go for 2 lessons.

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context TOPIC
or make connections to additional concepts through a student
Term 2 – Week 5-9 planned investigation 3D Solar systems
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills
SCSA LINKS EYLF

(Year 1 & 2
only)
Endeavour
ACSIS090 Review the distances of the planets in the solar system. Students can
refer back to activity that used toilet paper.
Body
LESSON OBJECTIVES Students think, pair, share about what they will need to do when
As a result of this lesson, students will be able to: creating a 3D model of the solar system. Write a brainstorm on the
 Design and plan a 3D model of the solar system whiteboard of all the ideas.
including a draft, a final plan and materials needed. - What is in included?
 Construct a 3D model of the solar system including all - Where will you start?
the planets with the correct distances from each In groups of 2, students design 3D model of the solar system. They
planet. must include (write on the whiteboard):
 Demonstrate at least 3 facts about each planet in the - Title
solar system. - All the planets in the solar system.
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) - Accurate distances in the scale of their model.
Rubric: - Labels of names of planets and materials.
Teacher will use a rubric to assess the science - Using recyclable materials.
inquiry skills. The rubric will include if there is a draft, - Information about each planet – it is open ended on how you
final plan, uses recycled materials, demonstrates at display to demonstrate this information
least 3 facts about each planet, has accurate - Compare 3D model, toilet paper model and the real life
model. (Discuss in evaluate)
distances to their scale, and labels.
Discuss the roles of collaborate work.
Teacher will also look at their daily journal to see Students construct their model using recyclable materials.
what they have learnt.
Conclusion
After each lesson depending on how far the students reach when
designing and constructing their models, students will write on a post
note what they need to do next in their process of creating their 3D
solar system. After students will go around the class and think a
partner and tell them what they need to complete and swap roles.
Students will continue until they have told at least 3 people.
Students will write in their daily journal reflecting on what happened
in today’s lesson and what they have learnt.
LEARNER DIVERSITY
Students have an open ended task with how they create their solar
system and how it looks. Students need to think about away to hold
their design, what materials to use, how to display the information
and what information is the most important.
Teacher will assist students who need enabling when creating their
design by giving them the start of the design, different type of
materials to use and options on what information they should
include.
HEALTH AND SAFETY

Students need to consider the equipment they are using and how to
use the equipment safely. E.g. hot glue gun needs to be used on a
hard surface, with newspaper underneath the area and to wear
gloves and safety glasses.
Students need to place newspaper under the area they are working
at.
Students also need to wear their art sheets so no spills of liquids go
on their school clothes.
Students need to work collaboratively so there is no snatching of
equipment.
Students need to put equipment away after using so no one trips
over the equipment
This lesson will be conducted over 4-5 lessons with designing and
creating their model.
5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about TOPIC
XXXXX and represent what they know about XXXXX
Term 2 – Week 10 Summative assessment of science understanding e account of students’ existing ideas Models of the Solar System
when planning learning experiences
SCSA LINKS EYLF

(Year 1 & 2
only)
Endeavour
ACSIS091 Lipogram: Students write for 2 minutes about the space without
using the letter ‘I’.
LESSON OBJECTIVES Students will share what they have written.
As a result of this lesson, students will be able to:
 Describe 4 methods and materials how they Body
constructed their 3D model using recycled materials. Discuss as a class how to conduct a presentation and what the
 Uses eye contact, good posture and a loud, clear teacher is looking for.
voice when presenting. Students will practise their presentations for 10 minutes. Checklist/prompts
Students will present their 3D model to the class:
ASSESSMENT (SUMMATIVE – Science Understanding) - What went well in designing and constructing your
model?
Rubric:
- What would you change?
Teacher will use a rubric when students are
- Would you make any improvements?
presenting their presentation to see if they have
- What is some information about the planets?
met the criteria.
- How you constructed your design?
Teacher will also look at their daily journal to see
- What recycled materials did you use? Justify why you
what they have learnt.
used those materials.
Peer assessment:
- Facts about compare 3D model, toilet paper model and
Teacher will use the peer assessment to add
the real life model.
information to their comments section of the rubric.
Students will peer assess each other’s presentation. Students
will give 2 glows (something good) and 1 grow (improvements) Peer assessment
as a class. evaluation
After all presentations are finished, students walk a gallery walk
around the classroom observing everyone’s models.
Post cards
Conclusion
Students will write on a postcard to give to their parents
explaining what their favourite part of learning space was and
what they have learnt through the unit of work.
happened in today’s lesson and reflect what they have wrote
over the whole unit of work.
LEARNER DIVERSITY
Students will not be given a time frame. They will be given a
checklist of everything they need to talk about. Extending
students can include other information into their presentations
and extend on comparing the 3D model, toilet paper model
and real life model.
Students will have a whole lesson to prepare the information

they want to share to the class.

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Australian Curriculum: Science (Year 5)

Sub-strands Content Descriptions Achievement Standard

their observable properties and

predicting tables and graphs to organise

SCSA LINKS EYLF

HEALTH AND SAFETY

SCSA LINKS EYLF

HEALTH AND SAFETY

This lesson will take 2 lessons.

SCSA LINKS EYLF

This lesson will go for 2 lessons.

SCSA LINKS EYLF

HEALTH AND SAFETY

SCSA LINKS EYLF

Students will have a whole lesson to prepare the information

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