SCIENCE FORWARD PLANNING DOCUMENT – Engage (Lesson 1)

5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS: Term  To capture student interest and find out what they know about Earth and Space TOPIC: Earth and Space Science, Year 5
3 Week 2 
Sciences
To elicit students’ questions/ prior knowledge about the rotations of the moon and
earth around the sun
Diagnostic assessment used- KWLH chart and teacher observation during class discussion. In this
lesson you will find out what the students already know about scientific claims. 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 Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Science as a Human Endeavour Science OUTCOMES
Understanding Inquiry
Skills
INTRODUCTION: Copies of ‘But it looks
Earth and Nature and Development of  Introduce students to ‘But it looks flat’ comic: Role play between two flat’ for whole class
Space Science students in front of class to introduce the drama. All students have a copy
Sciences of the dialogue as a reference.
Science involves testing  Evidence based class discussion: summer solstice
The Earth is predictions by gathering data  Key Questions:
part of a and using evidence to develop - How did the characters use information in their world to form their
system of explanations of events and ideas?
planets phenomena and reflects - Why did the characters disagree?
orbiting historical and cultural - What did Eratosthenes (Erra-tos-the-neez) suggest when they
around a star contributions. disagreed? Why?
(the Sun) (ACSHE081) - Why do you think the companion listened to Eratosthenes’ ideas?
- What evidence do we now have that would further support
(ACSSU078) Eratosthenes’ ideas that the Earth is a sphere?
 If students are not familiar with the word ‘evidence’, explain that it is the
facts or information which help us decide whether a claim or idea is
valid.

LESSON BODY:
1. Introduce the class science journal and discuss its purpose/features. Key
Questions:
- Why do we use a science journal?
- What does a science journal include? Copy of a page in
 science journal
2. Discuss how scientific knowledge is a set of claims made by scientists
completed by
based on observations and evidence. Discuss the meaning of ‘claims’.
Explain that throughout history, different scientists have had different teacher for
claims about the world and have argued about the evidence and demonstration
reasoning (thinking) behind their claims.

3. In their science journals, students’ write a summary of Eratosthenes’

Scientific Argument. Key Questions:
- What was his scientific claim?
- What evidence did he have to support this claim?
- How does the evidence support his claim?

4. Discuss that hundreds of years ago there was a major debate about Class Science
whether the sun orbited the Earth or whether the Earth orbited the Sun. Journals
5. Introduce three claims: Claim 1: The Moon and the Sun both circle the
Earth. Claim 2: The Moon circles the Earth while the sun circles them
both, and Claim 3: The Moon circles the Earth while the Earth circles the
Sun.

6. In groups of four, the students discuss one of the claims, finding

evidence to prove or disprove it.

CONCLUSION:

7. As a class, fill out the KWLH chart, including the ‘What we think we
know’ and ‘What we want to learn’ columns.
Student groups pre-
SAFETY: selected (mixed
- No considerations for this class as no science equipment,
glassware or chemicals are being used ability)

LEARNER DIVERSITY
Enable:
- Mixed ability grouping
Extend:
- Students who finish early can choose a point from the ‘what we A2 page KWLH chart
want to know’ column of the KWLH chart and start researching resource, markers
- Early finishers can debate their reasons for believing their claim,
either with a partner or recorded on an iPad
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
  Individually write a summary of Eratosthenes’ argument about the
world being spherical in their science journals
 In groups of four, discuss one of the three claims about the earth,
Sun, and the moon
 Contribute to class discussion when filling out the first two columns
of a KWLH chart

ASSESSMENT (DIAGNOSTIC)

 KWLH chart will show what students know and what they think they
know, revealing what will need to be taught and re-clarified.

SCIENCE FORWARD PLANNING DOCUMENT – Explore (Lesson 2)

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: Term  To provide hands on, shared experiences of the Phases of the Moon TOPIC: Phases of the moon, year 5

3 Week 3 To support students to investigate and explore ideas about Earth and Space Sciences
Formative assessment – Kahoot quiz

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
 Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
Earth and Space Communicating
Sciences INTRODUCTION:
Communicate  Engage in a class discussion about what students know about ‘Phases
The Earth is part of ideas, explanations of the Moon’
a system of planets and processes  Key Questions:
orbiting around a using scientific - What do we know about phases of the moon?
star (the Sun) representations in a - How many phases of the moon are there?
variety of ways - What are we unsure about?
(ACSSU078) (ACSIS093 - What would we like to learn about ‘Phases of the Moon’?
- Why is it important that we understand the phases of the
LESSON OBJECTIVES moon?
As a result of this lesson, students will be able to: - What do we think causes the moon to have phases?
 In pairs, create a diagram of the 8 phases of the moon using
Oreos, putting them in correct order LESSON BODY:
 In pairs, correctly label their Oreos as phases of the moon, 1. Show video: ‘The Universe: Phases of the Moon | History’ at
including the names of the different phases and whether they are https://www.youtube.com/watch?v=nXseTWTZlks&t=53s
waxing or waning 2. Phases of the Moon demonstration: select two students as volunteers to
 Actively participate in group discussion and group activities demonstrate activity one to the class YouTube video
ASSESSMENT (FORMATIVE) - Ask student 1 to sit on a desk chair at the front of the class.
This student is representing planet Earth
- Give student 2 a Styrofoam ball on a stick (this student The following terms are
 Kahoot Quiz represents the movement of the Moon) clearly displayed on a
 Class discussion – Teacher observations - The teacher shines a torch at student 1 word wall: waxing,
- Student 2 is asked to walk around student 1 while student 1
 Teacher observation of both activities rotates (so they are always looking at the moon) waning, crescent,
- Discussion with student 1: what is happening to the moon as it gibbous, full moon, new
rotates around the Earth? In which position does the moon moon, first quarter,
look the fullest? Is there a position where you can’t see the
third quarter, solar
moon at all?
eclipse, lunar eclipse
3. Matching Activity: students work in groups of four at their tables to
complete an activity where they match pictures of the phases of the
moon to their correct headings and put them in the correct order.
Students raise hand when finished and teacher comes around to check
for accuracy.
 Ziploc bags with two
4. Oreo Activity: divide students into pairs. Give each pair of students a
piles inside: pictures of
paper plate, 7 Oreos, a marker, and a plastic knife
- Students use the knife to create representations of the phases the phases of the moon
of the moon using Oreos by cutting out the white filling & their headings
- Students put the phases of the moon in the correct order on the
paper plate, and label them

CONCLUSION: Diagram of phases of

5. Kahoot Quiz: https://kahoot.it/ the moon displayed

SAFETY:
 Ensure the torch does not get shined in anyone’s eyes
 Plastic knives

LEARNER DIVERSITY
Enable:
 Clear written instructions left up on the board during activities
 Provided with visual aids to refer to (websites & videos)
 Mixed ability grouping

Extend:
 Students who finish early can research what phase the moon is
currently in
 Display this as a diagram (created on iPad or drawn on paper) including
the specific position of the sun, moon & earth.
 SCIENCE FORWARD PLANNING DOCUMENT – Explain (Lesson 3)
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: Term  To support students to develop explanations for experiences and make TOPIC: Earth and Space Science, year 5
3 Week 4 representations of developing conceptual understandings
Formative assessment – checklist, observation

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Earth and Space Processing and
Sciences Analysing Data and INTRODUCTION:
Information
1. Review the previous lessons using the class science journal and KWLH
The Earth is part of a chart. Ask students to review what they have recorded so far on their
KWLH Charts
Compare data with
system of planets predictions and use own charts by reading it to the person sitting next to them
orbiting around a as evidence in 2. Review the three claims from Lesson 1. Key Questions:
star (the Sun) developing - Does this still reflect what you think? Why or why not
explanations - what would you like to change?
(ACSSU078) - What observations and evidence support your model? The three claims each
(ACSIS218) - What are you not sure about? written clearly on the
 - How does your claim represent a day, month, and a year? board, whiteboard marker
- Is your model Earth- centered or Sun- centered? Why?

LESSON BODY:
3. As a class, student pass around the book ‘My Place in Space’ by Sally
Hirst, taking turns reading a page each
- Discussion: what did you learn about space?
- Discuss with your partner: what was an interesting fact you
learnt from the story?
4. Play video: Earth’s Rotation & Revolution: Crash Course Kids 8.1:
https://www.youtube.com/watch?v=l64YwNl1wr0
Book – My Place in Space
5. Students each write an explanation for day and night and the seasons in
their science journals. They explain that the Earth orbits the Sun in a by Robin and Sally Hirst
year, the Moon orbits the Earth in a month and the Earth rotates on its
axis in a day. Diagrams and labels can be included. YouTube video
CONCLUSION:
Word wall with relevant
6. Divide students into groups of three. Students work together to update terms clearly displayed
their KWLH charts (enable students can sit on the mat and update class
chart with teacher)
- Students review what they think they know
- Students add to what we want to know
- Students add to what we have learnt
- Students add to how we know KWLH charts
SAFETY:
- No considerations for this class as no science equipment,
glassware or chemicals are being used

LEARNER DIVERSITY
Enable:
- Lower achievers can be given a worksheet with prompters and
sentence starters to complete, that they then glue into their
science journal
- Clear written instructions on the board
- QR codes displayed that take students to websites with more
information to be used when writing their explanations
- Diagram of the sun, moon and earth in orbit clearly displayed
Extend:
- Early finishers have a go of writing their address in space
- Early finishers can swap with another early finisher and mark
their work for spelling and grammar (English link)
 - Early finishers colour in their diagrams, accurately
representing the colours of the objects
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 In groups of three, review and update their KWLH charts, adding
what they have learnt and evidence that supports their views
 Individually explain that the Earth orbits the Sun in a year, the
Moon orbits the Earth in a month and the Earth rotates on its axis
in a day in their science journals
 As a class, read, participate, and discuss ‘My Place in Space’ by
Robin and Sally Hirst
ASSESSMENT (FORMATIVE)

 Formative assessment in the form of the written

explanations of the students. Teacher marks to check
for understanding of each topic, for each student,
using a checklist.
 Teacher uses checklist to mark written explanations
and gathers data from KWLH charts of each student

SCIENCE FORWARD PLANNING DOCUMENT – Elaborate (Lesson 4)

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

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Human Science Inquiry Skills OUTCOMES
Endeavour
Earth and Space Nature and Processing and
Sciences Development of Analysing Data and INTRODUCTION:
Science Information
The Earth is part of 1. Review the previous lessons in this unit and focus students’
Key Questions
a system of planets Important Construct and use a
attention on their orreries of the Sun, Moon and Earth. Ask
range of
orbiting around a
contributions to representations, students questions, such as:
star (the Sun) the advancement including tables and - What does your orrery represent accurately? (The
of science have graphs, to represent relative positions and movements of the Sun, Moon and
and describe
(ACSSU078) been made by Earth)
observations, patterns,
people from a or relationships in
- Does your model accurately represent the relative sizes
range of cultures data of the Sun, Earth, and Moon? How do you need to
(ACSHE081) (ACSIS090) change it to make it accurate?
LESSON OBJECTIVES - What would you need to add to your orrery to make it a
representation of the Solar System (e.g., man-made
As a result of this lesson, students will be able to: space objects)?
 Investigate characteristics of objects in the Solar System, in particular
their size and distance from the sun, record in science journal LESSON BODY:
 Complete an accurate orrery of the Solar System 2. Explain that students will work in collaborative learning teams to
 Work collaboratively in teams gather information to help them make a complete and accurate
orrery of the Solar System, including information on how to make
their models to scale.
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) 3. Discuss with students what making something to scale means, for
example, ensuring that all parts of the model are the correct size
relative to each other. Add an agreed description to the glossary
 Summative assessment of the science inquiry skills in the class science journal
 Teacher observation of attitudes while working in groups 4. Introduce an enlarged copy of ‘Solar System information
Class Science Journal,
(checklist) organiser.’ Explain to students that they will be using the tables
provided to organise the information they collect. Review the Individual science
 Rubric to assess science understanding and science inquiry purpose and features of a table journals
skills 5. Discuss what units to use when collecting information, for
example, kilometres. Discuss how to measure the length of a
‘day’ (the time it takes to orbit the Sun once) for a different planet Solar System information
than Earth organiser
6. Ask students to focus their investigation on the planets in the
Solar System
7. Form teams of three students (pre-selected) and allocate roles
(Speaker, Director and Manager). Ask managers to collect their
teams equipment
8. Once teams have completed the task, observe their progress. Key
questions:
- That’s interesting, why have you….?
- Can you tell me more about….? List of teams (mixed
- Have you thought about….? ability grouping)
9. Pair two teams together and ask them to compare their findings. If 1 iPad per group
there are discrepancies in the findings, students can try to
determine which is more accurate
10. Explain that the information gathered will be used in the next
session to make models to scale

CONCLUSION:
 11. Review the KWLH chart as a class. Record what students have List of science questions
learned and any questions that can be answered
students can use to
12. Update the word wall with words and images
prompt each other

SAFETY:
- No considerations for this class as no science equipment,
glassware or chemicals are being used
Class KWLH chart
Word wall materials:
paper and markers

LEARNER DIVERSITY
Enable:
- Mixed ability grouping
- Clear written instructions on the board
- The word wall and Solar System Information Organiser
clearly displayed to students
- QR codes for websites that have extra information on the
board
Extend: Websites with extra
- Early finishers can research other space objects in the information provided
Solar System, such as moons of other planets and
asteroids
*There will be a lesson after this lesson in which the students:
 Create a 3D scaled model of the Solar System
 Discuss the pros and cons of different forms of representation
 Visualise the Solar System’s place in space
 Are assessed with a summative assessment
 SCIENCE FORWARD PLANNING DOCUMENT – Evaluate (Lesson 5)
5E’s- EVALUATE (1 lesson)
TERM / WEEKS: Term  To provide opportunities to review and reflect on their learning about Earth and Space TOPIC: Sunning it up, Year 5
3 Week 6 Sciences and represent what they know about The Solar System
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Earth and Space
Sciences INTRODUCTION:
1. Review the previous lessons using the class science journal and KWLH
The Earth is part of a chart. Ask Key Questions:
system of planets - What did we know about the Earth’s place in space at the
orbiting around a beginning of the unit?
star (the Sun) - What did we know about how humans have sought to Class journal and KWLH
understand space?
(ACSSU078) - What questions did we have? chart on display
- What have we learned?
LESSON OBJECTIVES - What evidence do we have for how we know?
As a result of this lesson, students will be able to:
 Create and role-play a dramatic dialogue between two imaginary
characters about Earth’s Place in Space
 Fill out the last two columns of their KWLH charts individually
 Reflect on their learning during the unit
ASSESSMENT (SUMMATIVE – Science Understanding)
 Summative assessment of curriculum code
(ACSSU078)
 Assessment of dialogue based on quality of
information, knowledge of the topic, clear
communication, and quality of the presentation
 Rubric
 Self-assessment in science journals
 Socrative quiz to test knowledge
LESSON BODY:
2. Discuss the claim ‘The Earth is the centre of the universe’ and what
students have found out about why people might have thought that
3. Discuss the claim “The Earth is part of a system of planets orbiting the
Sun’ and what students have learnt about how that model was
constructed and what we know about the Solar System today
4. Ask students to reflect on the development of their different models
throughout the unit, such as orreries and role-plays. Ask questions, such
as:
- How did you behave like scientists in these lessons? (By
collecting evidence and testing theories using models)
- What did you learn about different types of models and how
they are used in science?
- What were the advantages and disadvantages of different
models?
- What are the advantages and disadvantages of making orreries
and 3D models to scale?
5. Explain that students will draft their own dialogue between two people
each believing a different claim. Remind students of the role-play in
lesson 1 ‘But it looks Flat.’ Remind students that Eratosthenes used
facts and reasoning to debate his position and did not attack is
companion for his beliefs.
6. Explain that the dialogue presentation will need to contain as much of Word Wall
the different information and evidence that students have accumulated ‘But it looks flat’ poster
throughout this unit as possible, such as:
- How to explain different observations of the night sky Science journals
- How the Sun, Earth, Moon, and planets move in relation to
each other
7. Describe the criteria to assess the quality of the dialogue
8. Provide students with time to plan, prepare and publish their dialogues
CONCLUSION:
9. Students conduct a self-assessment of learning by completing sentences
in their science journal, such as:
- I really enjoyed…
- I learnt a lot about…
- I could improve…
- I’m still wondering about…
SAFETY: no considerations needed for this lesson.
LEARNER DIVERSITY
Enable:
 - Mixed ability grouping
- Students can choose how they will present their dialogue:
written, spoken or in a cartoon
Extend:
- Students can invite an audience such as another class or some
parents to view their dialogues
- Early finishers share dialogues with another group and discuss
what they have learnt throughout the unit.

Curriculum Link Overview:

Sub-strands Content Descriptions

Biological sciences  Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)

Chemical sciences  Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)
Science understanding

Earth and space  The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)
sciences

Physical sciences  Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)

Nature and  Science involves testing predictions by gathering data and using evidence to develop explanations of events and
phenomena
Science as a

development of
science  Important contributions to the advancement of science have been made by people from a range of cultures
(ACSHE081)
 Sub-strands Content Descriptions
Use and influence of  Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives
science (ACSHE083)
5-6) endeavour (Year

 Scientific knowledge is used to inform personal and community decisions (ACSHE217)

human

Questioning and  With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the
predicting findings of an investigation might be (ACSIS231)

Planning and  With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086)
conducting  Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data,
using digital technologies as appropriate (ACSIS087)
Science inquiry skills (Year 5-6)

 Use equipment and materials safely, identifying potential risks (ACSIS088)

Processing and  Construct and use a range of representations, including tables and graphs, to represent and describe observations,
analysing data and patterns or relationships in data using digital technologies as appropriate (ACSIS090)
information  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)

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait Islander histories
 Numeracy
and cultures
 Information and communication technology (ICT)
competence  Asia and Australia’s engagement with Asia
 Critical and creative thinking
 Sustainability
 Ethical behaviour
 Sub-strands Content Descriptions
 Personal and social competence
 Intercultural understanding
Maths
CONCEPT MAP
English

Religious Education / Spiritual Education

Concept: Earth and Space Science (Year 5)

Term: 3 Weeks: 2-6
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Geography The Arts

History