Astronomy and Space Science: Searching Our Solar System: Unit Overview
Astronomy and Space Science: Searching Our Solar System: Unit Overview
Astronomy and Space Science: Searching Our Solar System: Unit Overview
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Unit Summary
Curriculum Links
Learning Area: Science Year level: 5
Strand: Science Understanding Sub-strand: Earth and Space Sciences
Connections with:
Learning focus
Concepts Thinking and working scientifically
Generating observations and researching and
The Sun is at the centre of the Solar System testing the reasonableness of various claims
through dramatic action
The orbital paths of the Sun, Earth Moon and Investigating and conducting research-based
other planets of the Solar System inquiry into the movements of each planet/star
The relative size and distance between each of Collecting and interpreting data to construct an
the celestial bodies accurate model of the Solar System
Recording, reporting and communicating
Day and Night is a result of Earth’s rotation on its
observations of the Sun and shadows over a 24-
axis
hour period
Student Dispositions Addressing Dispositions
Differentiation: What levels of children’s thinking do you expect to see? How will
you modify experiences to support the diversity in learning and engagement?
The Learning Experiences of the unit have been
designed to be inclusive of the large number of EAL
students present in the classroom. The activities,
therefore, limit the need for extensive written
communication and instead incorporate large
amounts of group work and collaborative learning
experiences. This allows EAL students time to
discuss and clarify their ideas, opposed to being
English as an Additional Language (EAL)
pressured or put on the spot for a response. A
Students
large amount of the unit work is also reliant on
ideas being expressed through a physical sense
such as artwork or drama presentations.
Teaching of concepts will also incorporate both oral
and visual explanation to address various learning
styles of the classroom as well as support students
who may struggle to interpret written information
(Woolfolk & Margetts 2016, p. 94).
The unit focuses of a westernised view of space
science, including models and theories to explain
observations of the solar system. In order to be
inclusive of Aboriginal and Torres Strait Islander
Aboriginal or Torrs Strait Islander Students
perspectives, considerations to their alternative
perspectives will be made throughout the entirety
of the unit and connections between the two
perspectives will be enhanced to create unity.
How will you know what the students have learnt? (Assessment)
What will you How will you assess? When will you assess? How will you provide
assess? feedback? How will you document your observations? What
Achievement evidence/work samples will you gather?
Standard
According to the In order to track the trajectory of students learning based on the curriculum
Australian achievement standard, three types of assessments will be implemented throughout
Curriculum, by the the entirety of the unit. A diagnostic assessment will take place during the engage
end of Year 5, phase of the unit, where information on students existing knowledge and
students are able understanding will be derived from students work samples (such as the orrery
to describe the models) in conjunction with oral contributions to class discussions (TWLH chart and
key features of debate) and used to inform future teaching practice. The diagnostic assessment will
our solar system, be documented through a digital classroom and gradebook management app called
compare patterns Additio where an educator can calculate the grades of the students and record note
in their data with keeping and performance analytics in each student’s profile. The app also allows for
predictions when photographs to be taken and linked. Photos of each student’s original orrery models
suggesting can be taken and compared to the image taken once the model had been reworked.
explanations and Formative assessments will also be used during the Explore and Explain phases in
communicate their order for the educator to monitor the learning progression of each student and
ideas and findings provide feedback that can extend and guide students’ learning. Again, the Additio
using multimodal app will be used to document, record, take images and make notes which can be
texts (ACARA linked to each individual student’s profile. The app also has a function where
2016). feedback can be released to students individually and privately.
The final assessment will be a summative assessment conducted during the
elaborate phase. The summative assessment task will be a model construction
group demonstration. Photos and anecdotal notes will be taken during each
presentation and will be collected as evidence to support the final grades of the
unit. The notes will be made based on whether a student was able to correctly
identify aspects explored throughout the unit as well as if they needed prompting
questions in order to help guide their thinking and express their understanding.
Assignment 2: Planning for Learning
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Assessment Focus/
Phase Sequence Focus and Learning Experience Overview
Resources/Materials
Prior Knowledge/Engagement Learning Experience/s:
Learning Experience 1: 60 minutes
Opening Activity: Assessment:
Debating our Place – Introduce enlarged copy of ‘Claims of A diagnostic assessment will
be implemented during the
Space’ (see Appendix 1.1) resource. Discuss with students the
first learning experience to
major debate had over a hundred years ago in regard to
elicit students understanding
whether of how the Earth is part of a
the Sun orbits the Earth or system of planets orbiting the
the Earth orbits the Sun. Sun. The orrery models of
Place ‘Claim 1’, ‘Claim 2’ and ‘Claim 3’ signs around the each student, combined with
classroom and students to move to the corresponding claim responses to the TWLH chart
they think is accurate. Sample students to share their will provide important
reasonings and initiate discussion to provide time for students information used to inform
future learning experiences.
Engage
Considerations:
- Aboriginal people recognise dark areas or shadows in the
sky as dark nebulae. It plays an important part of
Indigenous constellations and is a topic which can be
explored further with students
data and use plasticine/playdough in order to create scaled and p.30). Students are,
accurate representation of the Solar System. NOTE: therefore, engaging in a model
STUDENTS ARE NOT MAKING AN ORRERY MODEL. making activity in order to
generate and test scientific
Students also use toilet paper to help grasp the scale.
ideas in a physical means.
Considerations:
The orbital paths of celestial bodies represent roads and
pathways to Aboriginal people. The path of the Sun Moon, and
planets is generally seen as a road ancestor spirits use to travel
across the sky and is utilised for navigation (Hamacher & Banks
2018). Students can explore The Dreaming Track in the Sky and
how orbital paths play an important role in Aboriginal navigation
After views & reflection/ Evaluation learning Experience
Learning Experience 6: 60 minutes
Opening Activity: Assessment:
Summing it up – Students are presented with a scenario (see Students will be assessment
based on achievement
Appendix 1.5) to which they are to respond. The scenario details
developed throughout the
how they are to construct a model to help with a NASA space
unit. The ‘Solar System
mission. The model is to be designed to show what students Information Organiser’, in
have accumulatively learnt about the orbital paths, positions conjunction with their final
and sizes of the Earth, Sun, Moon and Planets. The model is models will be assessed
used as a means of reflection on and summarising their learning against the concepts identified
comprised throughout the unit. Explain that assessment criteria at the beginning of the unit.
will focus on models incorporating as much of the information
and evidence that students have accrued throughout the unit, Materials:
Paper plates
for example:
Paint & paint brushes
how the Sun, Earth, Moon and planets move in relation
Evaluate
Teacher Resources:
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, F-10 Curriculum, General
Capabilities, viewed 15 April 2019, <https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/>. – highlighted the general capabilities to be focused and incorporated into the learning
experiences.
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, F-10 curriculum, Mathematics,
viewed 12 April 2019, <https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics> - used
to determine aims and necessary curriculum links of the unit. Also informed the concepts to be focused
on throughout all learning experiences.
Bybee, R. 1997, Achieving scientific literacy, From purposes to practices, Portsmouth, NH Heinemann –
informed the 5Es learning model and the various phases within the model itself
Primary Connections 2012, Earth’s place in space: Year 5 – Earth and Space Science, Australian
Assignment 2: Planning for Learning
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Academy of Science, Australia. – used as an ideas resource and for adapting lessons to suit the learning
needs of the classroom.
Skamp, K & Preston, C 2015, Teaching Primary Science Constructively, 5th Edition, Cengage Learning
Australia, Victoria Australia. – informed the provocation of the unit and provided important information on
the appropriate flow of concepts between lessons.
References:
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, F-10 Curriculum, General
Capabilities, viewed 15 April 2019, <https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/>.
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, F-10 curriculum, Science,
viewed 12 April 2019, <https://www.australiancurriculum.edu.au/f-10-curriculum/science>
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2019, My School, Australian
Curriculum, Assessment and Reporting Authority, viewed 20 April 2019 <https://www.myschool.edu.au/>
Hamacher, D.W. and Banks, K. 2018, The Planets in Indigenous Australian Traditions. Oxford Research
Encyclopedia of Planetary Science, in review.
Jenlick P & Kinnucan-Welsch K 1999, Learning Ways of Caring, Learning Ways of Knowing Through
Communities of Professional Development. Journal for a Just and Caring Education, vol 5, no 4, pp 367–
386.
Skamp, K & Preston, C 2015, Teaching Primary Science Constructively, 5th Edition, Cengage Learning
Australia, Victoria Australia.
South Australian Department of Education Children's Services 2010, South Australian Teaching for
Effective Learning Framework Guide: A Resource for Developing Quality Teaching and Learning in South
Australia, Dept. of Education and Children's Services, Adelaide.
South Australian Department of Education Children's Services 2012, Index of Educational Disadvantage
By School, viewed 17 April 2019
<https://www.education.sa.gov.au/sites/g/files/net691/f/index_of_educational_disadvantage_by_school
_2012.pdf>
Woolfolk, A & Margetts, K 2015, Educational Psychology, 4th edn, Pearson Education, Australia
Appendix:
Assignment 2: Planning for Learning
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Appendix:
Assignment 2: Planning for Learning
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Appendix:
Assignment 2: Planning for Learning
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Appendix:
1.4 Solar System Information Organiser
Assignment 2: Planning for Learning
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Appendix:
1.5 Assessment Scenario
Assignment 2: Planning for Learning
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NASA is conducting an intergalactic space mission, sending one of their rockets to the outer realms
of our galaxy. The mission is extremely dangerous, however, if successful, will provide new and
important information to help greater understand the universe in which we live.
NASA are enlisting the help of YOU to aid in the safe return of their astronauts and require a scale
model to be constructed of the Solar System, including all of the celestial bodies. It is important that
the model is as accurate as possible in order for the calculations of space travel to be correct.
NASA is conducting an intergalactic space mission, sending one of their rockets to the outer realms
of our galaxy. The mission is extremely dangerous, however, if successful, will provide new and
important information to help greater understand the universe in which we live.
NASA are enlisting the help of YOU to aid in the safe return of their astronauts and require a scale
model to be constructed of the Solar System, including all of the celestial bodies. It is important that
the model is as accurate as possible in order for the calculations of space travel to be correct.
NASA is conducting an intergalactic space mission, sending one of their rockets to the outer realms
of our galaxy. The mission is extremely dangerous, however, if successful, will provide new and
important information to help greater understand the universe in which we live.
NASA are enlisting the help of YOU to aid in the safe return of their astronauts and require a scale
model to be constructed of the Solar System, including all of the celestial bodies. It is important that
the model is as accurate as possible in order for the calculations of space travel to be correct.
NASA is conducting an intergalactic space mission, sending one of their rockets to the outer realms
of our galaxy. The mission is extremely dangerous, however, if successful, will provide new and
important information to help greater understand the universe in which we live.
NASA are enlisting the help of YOU to aid in the safe return of their astronauts and require a scale
model to be constructed of the Solar System, including all of the celestial bodies. It is important that
the model is as accurate as possible in order for the calculations of space travel to be correct.