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Unit Title: Exploring the System

Learning Area: Science
Year Level: 5
Overview of Unit:
This unit will focus on exploring the solar system with particular focus on
describing the purpose and development of space exploration technologies for a
class of 26 diverse learners (See Appendix A). This unit will focus on the general
capabilities, literacy and information and communication technology (ICT).
Sustainability will be explored through authentic experiences of space systems.
Assessment pieces seek to provide informal and formal representations of student
learning. Assessment as, of and for will be included. This unit includes five 30-50
minute lessons exploring the following science content descriptors in a logical
sequence for the best possible learning experience for students. Each lesson will
include overall and some specific alterations as differentiation for students with
special needs and extension options. The unit conclusion seeks to provide a
summary for students to demonstrate their learning.

This unit plan takes a backwards design approach to planning. The

purpose of stating the units objectives and assessment before
detailing the lessons encourages the unit to to be driven in the
direction that meets the needs of the student rather than set off on a
predetermined path (Churchill, et al., 2013, p. 232). This approach is
reflected across the unit and individual lessons to reflect symmetry.
*Each lesson plan states the assessment after the lesson procedure
however the assessment was designed before as the backward design
approach intends.
Scope and Sequence
Earth and Space Sciences from Prep to year six gradually move away from the
students personal environments (See Appendix B). Prep to year four show a focus
on the observable environment and planet Earth. Year five is the first year they
delve deeper into the solar system. This year level gives students a perspective of
Earth within the solar system before retreating back to Earth for the following four
years. Year 10 is the next year students research the system outside Earth. This
unit will endeavour to give students enough information about the solar system
and how facts are uncovered to prepare them for year 10.

The sequences of learning for particular areas are portrayed in Scope

and Sequence documents. The purpose is to clearly portray the
content a year level should be practising from the curriculum, directly
next to previous and future years. Educators use this visual tool to plan
their units of work in a way that develops knowledge from previous
years and prepares them for future years.
Content Descriptions:
Science Understanding / Earth and space sciences / ACSSU078

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The Earth is part of a system of planets orbiting around a star (the sun)
-

identifying the planets of the solar system and comparing how long they
take to orbit the sun
modelling the relative size of and distance between Earth, other planets in
the solar system and the sun

Science Inquiry Skills / Communicating / ACSIS093

Communicate ideas, explanations and processes in a variety of ways, including
multi-modal texts
-

discussing how models represent scientific ideas and constructing physical

models to demonstrate an aspect of scientific understanding

Science as a Human Endeavour / Use and influence of science /

ACSHE083
Scientific understandings, discoveries and inventions are used to solve problems
that directly affect peoples lives
-

describing how technologies developed to aid space exploration have changed

the way people live, work and communicate

Science Inquiry Skills / Processing and analysing data and information /

ACSIS090
Construct and use a range of representations, including tables and graphs, to
represent and describe observations, patterns or relationships in data using
digital technologies as appropriate
-

constructing tables, graphs and other graphic organisers to show trends in

data
identifying patterns in data and developing explanations that fit these

patterns
identifying similarities and differences in qualitative data in order to group
items or materials
(Australian Curriculum Assessment and Reporting Authority, n.d.)

Cross-Curricular Links
English / Year 5 / Literacy / Creating texts / ACELY1704
Plan, draft and publish imaginative, informative and persuasive print and
multimodal texts, choosing text structures, language features, images and sound
appropriate to purpose and audience
-

using research from print and digital resources to gather and organise
information for writing
using vocabulary, including technical vocabulary, appropriate to purpose and
context
(ACARA, n.d.)

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Student Prior Knowledge

Science / Year 3 / Science Understanding / Earth and space sciences /
ACSSU048
Earths rotation on its axis causes regular changes, including night and day
-

recognising the sun as a source of light

constructing sundials and investigating how they work
describing timescales for the rotation of the Earth
modelling the relative sizes and movement of the sun, Earth and moon
(ACARA, n.d.)

Achievement Standards:
By the end of Year 5, students classify substances according to their observable
properties and behaviours. They explain everyday phenomena associated with
the transfer of light. They describe the key features of our solar system. They
analyse how the form of living things enables them to function in their
environments. Students discuss how scientific developments have affected
peoples lives and how science knowledge develops from many peoples
contributions.
Students follow instructions to pose questions for investigation, 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
observations. Students construct tables and graphs to organise data and identify
patterns. They use patterns in their data to suggest explanations and refer to
data when they report findings. They describe ways to improve the fairness of
their methods and communicate their ideas, methods and findings using a range
of text types.
(ACARA, n.d.)
General capability integration:
Literacy
Students become literate as they develop the knowledge, skills and dispositions
to interpret and use language confidently for learning and communicating in and
out of school and for participating effectively in society. Literacy involves students
in listening to, reading, viewing, speaking, writing and creating oral, print, visual
and digital texts, and using and modifying language for different purposes in a
range of contexts.
Students develop literacy capability as they learn how to construct an
understanding of how scientific knowledge is produced; to explore, analyse and
communicate scientific information, concepts and ideas; and to plan, conduct and
communicate investigations. Scientific texts that students are required to
comprehend and compose include those that provide information, describe
events and phenomena, recount experiments, present and evaluate data, give
explanations and present opinions or claims. Language structures are used to link
information and ideas, give explanations, formulate hypotheses and construct
evidence-based arguments.

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By learning the literacy of science students understand that language varies

according to context and they increase their ability to use language flexibly.
Scientific vocabulary is often technical and includes specific terms for concepts
and features of the world, as well as terms that encapsulate an entire process in a
single word, such as photosynthesis. Students learn to understand that much
scientific information is presented in the form of diagrams, flow charts, tables and
graphs.
(ACARA, n.d.)

Literacy is an important concept for all students to develop. The

purpose of this general capability being chosen as a focus links directly
to the diverse students within the proposed class (See Appendix A)
within which the unit is designed. Many language barriers will improve
through the practised use of literacy enables learning across the
curriculum, the school day and life outside of school (ACARA, 2013, p.
14). Through these lessons, students will demonstrate text and word
knowledge. Students will communicate their ideas in a range of texts to
represent scientific understanding. Students will also demonstrate
word knowledge by understanding specialised vocabulary for the
learning area.
Information and Communication Technologies
*This unit plan assumes there is a 1:1 ratio of ICT available
Students develop ICT capability as they learn to use ICT effectively and
appropriately to access, create and communicate information and ideas, solve
problems and work collaboratively in all learning areas at school, and in their lives
beyond school. ICT capability involves students in learning to make the most of
the technologies available to them, adapting to new ways of doing things as
technologies evolve and limiting the risks to themselves and others in a digital
environment.
Students develop ICT capability when they research science concepts and
applications, investigate scientific phenomena, and communicate their scientific
understandings. In particular, they employ their ICT capability to access
information; collect, analyse and represent data; model and interpret concepts
and relationships; and communicate science ideas, processes and information.
Digital technology can be used to represent scientific phenomena in ways that
improve students understanding of concepts, ideas and information. Digital aids
such as animations and simulations provide opportunities to view phenomena and
test predictions that cannot be investigated through practical experiments in the
classroom and may enhance students understanding and engagement with
science.
(ACARA, n.d.)

It is important to incorporate ICT into the environment as it will

improve education opportunities and provide differentiation in learning
for students (Churchill, et al., 2013), Students will demonstrate their
ability to investigate and create with digital technologies. In every
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lesson, ICT will be incorporated. Multiple activities and tasks are

provided for students to make purposeful use of ICT.
Cross-curriculum priorities:
Sustainability
Across the Australian Curriculum, sustainability will allow all young Australians to
develop the knowledge, skills, values and world views necessary for them to act
in ways that contribute to more sustainable patterns of living. It will enable
individuals and communities to reflect on ways of interpreting and engaging with
the world. The Sustainability priority is futures-oriented, focusing on protecting
environments and creating a more ecologically and socially just world through
informed action. Actions that support more sustainable patterns of living require
consideration of environmental, social, cultural and economic systems and their
interdependence.
In the Australian Curriculum: Science the priority of sustainability provides
authentic contexts for exploring, investigating and understanding chemical,
biological, physical and Earth and space systems.
The Australian Curriculum: Science explores a wide range of systems that operate
at different time and spatial scales. By investigating the relationships between
systems and system components and how systems respond to change, students
develop an appreciation for the interconnectedness of Earths biosphere,
geosphere, hydrosphere and atmosphere. Relationships including cycles and
cause and effect are explored, and students develop observation and analysis
skills to examine these relationships in the world around them.
In this learning area, students appreciate that science provides the basis for
decision making in many areas of society and that these decisions can impact on
the Earth system. They understand the importance of using science to predict
possible effects of human and other activity and to develop management plans or
alternative technologies that minimise these effects.
(ACARA, n.d.)

Students will explore the development of space exploration technology

and how it impacts society. This will help students appreciate the
impact technology has and how it informs society. Through authentic
exploration of space technology, students will come to appreciate that
science provides the basis for decision making (ACARA, n.d.)
Core Assessment:
Item 1: KWL Chart (K Section)
Assessment for Learning Diagnostic Assessment
Students in small groups will complete a KWL chart in the first lesson. By seeing
what students know and want to know, the educator can adapt the following
lessons with authentic experiences of learning including topics of interest to
students as well as the expected outcomes stated in the curriculum.
Item 2: Space Explorer Reflective Journal
Assessment as Learning
Students will individually complete a journal after each lesson from the point of
view of a space explorer. There will be a focus of discussion with each entry

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linking to the content learnt. The educator will provide one or two questions
reflecting this focus.
Item 3: Exam
Assessment of Learning
Students will individually complete an exam with multiple-choice and two short
response questions about the concepts discussed in the unit.
Item 4: KWL Chart (L Section)
Assessment of Learning
Students will reflect back to the KWL chart completed in the first lesson and
complete the final section with the same group what they have learned.

It is important to provide students with a range of assessment

opportunities (Churchill, et al., 2013). Informal and formal exchanges
are provided throughout this unit however this section describes the
core formal assessment used as evidence of learning for the unit. Other
forms of assessment are described in individual lessons.
Assessment item one is a form of diagnostic assessment in which
students complete a specific section of a graphic organiser. This
informs the educator of what the students know and how much content
they have retained from previous years (i.e. year five focus on the
Earth).This will allow the educator to understand the particular level of
knowledge to which students have and plan accordingly. Churchill, et
al. (2013) suggest that by including the topics listed by the students
within the lessons, educators are fostering motivation for learning.
Assessment item two is a form of as learning assessment. The
reflective journal creates a system for the educator to see the growth
of individual students in a way that provides more active participation
from the students in learning (Churchill, et al., 2013).
Assessment item three summarises the students learning in a way that
reflects their achievement across the unit. It provides students with a
uniform piece of assessment each student will complete. This will
provide the basis of stating the students level of achievement for the
unit (Churchill, et al., 2013).
Assessment item four is another form of summative assessment.
Student form the same groups they began with and finish the final
section of the graphic organiser. This will provide the educator with a
reflective form of students understandings from the unit.
Students with specific needs engage in the lessons better if they are
well aware of the expectations for learning therefore the assessment
pieces will be communicated clearly before the unit begins.
Adjustments for Assessment:

Catering for students is the most important aspects for learning

(Churchill, et al., 2013). Providing these adjustments for assessment
allow each student to represent their learning in a way that best suits
them while still completing the equitable task.
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Item 2: Space Explorer Reflective Journal

- Record using appropriate devices (See Appendix C)
Item 3: Exam
- Students may complete this exam in their own time; however it must within
school time and away from other students.
- Students may also record their answers on a capable device if physical writing
is an issue
- For the student with a visual impairment, the exam will be recorded and it can
be used along with the previous suggestion of recording answers (See
Appendix C)

It is suggested that this form of assessment creates stress for students

(Churchill, et al., 2013) therefore there are specific adjustments
available to alleviate such feeling.
Core Content:

These lessons take a collaborative approach in which the educator

passes the learning to the students. This practise fosters social
interactions (Churchill, et al., 2013, p. 272) therefore the information
is given as a whole class and the activities are completed as groups
(linking to the adjustments for learning). Students are able to complete
the activities individually if they wish.
Lesson 1
-

Develop KWL Chart (Diagnostic Assessment)

Lesson 2
-

Identifying the planets of the solar system and comparing how long they
take to orbit the sun ACSSU078
using research from print and digital resources to gather and organise
information for writing ACELY1704

Home Activity
-

Online activity (assessment for learning)

Lesson 3
-

Identifying the planets of the solar system and comparing how long they
take to orbit the sun ACSSU078
discussing how models represent scientific ideas and constructing physical
models to demonstrate an aspect of scientific understanding ACSIS093
modelling the relative size of and distance between Earth, other planets in
the solar system and the sun ACSSU078
using research from print and digital resources to gather and organise
information for writing ACELY1704

Home Activity:
-

time is given as homework to write in reflective journals

Lesson 4

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describing how technologies developed to aid space exploration have changed

the way people live, work and communicate ACSHE083
using research from print and digital resources to gather and organise
information for writing ACELY1704
using vocabulary, including technical vocabulary, appropriate to purpose and
context ACELY1704

Lesson 5
-

describing how technologies developed to aid space exploration have changed

the way people live, work and communicate ACSHE083
using vocabulary, including technical vocabulary, appropriate to purpose and
context ACELY1704

Homework is a topic of debate among all stakeholders in the education

field. Many views consider the positive outcomes of homework to be
inconclusive and fraught with difficulty (Churchill, et al., 2013, p. 131).
The purpose of these home activities are to aid students in their
learning. The activities set do not require endless amounts of time and
do not require parental assistance as these are two common aspects
used in the debate against homework (Churchill, et al., 2013). Time has
been allotted within the lessons in order to complete homework as this
also reflects a solution to the debate of sociocultural limitations to be
able to complete the tasks (Churchill, et al., 2013).
Overall Adjustments for Learning
Ranging social experiences
-

Individual
Group Work (2-4)
Whole Class

Offering a range of social experiences is important for their social and

cognitive development (Woolfolk & Margetts, 2010). Individual task
offer students to represent individual accountability of learning
(Churchill, 2013) and reduce the amount of freeloading off other
students. Woolfolk and Margetts (2010) suggest groups to remain small
therefore groups in this lesson plan will not be larger than four
members. Social skills may vary between cultures (Woolfolk &
Margetts, 2010) therefore group members will vary in cultural
backgrounds. This will help their social and emotional competence in
the transition to interacting with the broader society (Woolfolk &
Margetts, 2010). Whole class experiences teach students the basic
skills and knowledge of content (Woolfolk & Margetts, 2010). The
whole-class experiences within this unit teach all students the basic
skills at the same time to reflect equity (Churchill, et al., 2013; Woolfolk
& Margetts, 2010).
Hearing Impaired
-

Written forms of the task and activities

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Personally relaying information (if needed)

Hearing impairments can be described as hearing loss that ranges

from mild to moderate to severe or profound (Woolfolk &Margetts,
2010, p. 161). The student from the case study is described to have
mild sensori-neural hearing loss who also wears a hearing aide (See
Appendix A). Providing written form allows this student with the
content in case any was missed. The educator can also relay any tasks
or information personally when required.
Possible Language Barriers
-

Written and auditory representations of tasks and activities

Group work

Culture and language affects communication (Woolfolk & Margetts,

2010). These adjustments have been provided to assist students to
construct their own learning. Peers learn from each other, group work
fosters this concept (Church et al., 2013; Woolfolk & Margetts, 2010)
High Functioning Aspergers Syndrome
-

Monitoring group involvement

Making sure group tasks require all individuals to contribute
Visual supports

Students with mild cases of Aspergers Syndrome may experience

abnormalities in communication (France & Kramer, 2001, p. 263). For
this student, there are possibilities in group work and oral
presentations that he/she may feel apprehensive to complete the work.
In order to cater for this student, the multiple forms of social
experiences offer him/her with the ability to interact with peers as well
as be alone. Each form of group work has been catered to allow the
task to become individual. This student will benefit from this by being
able to make a choice of how to complete the work. Woolfolk and
Margetts (2010) suggest the use of visual supports for students in
order to enhance their attention to particular topics.

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Lesson One: KWL Development

40 minutes
Learning Objectives
By the end of this lesson, students will have an opportunity to demonstrate their ability
to:
- Identify unit topic and information known to them (know)
- Identify appropriate questions (want to know) about the topic
Prior Knowledge
Students have previously:
- learnt about the Earths rotation causing changes (night and day)
- modelled the relative size and movement of the sun, Earth and moon
- used KWL charts and are familiar with their purpose
Lesson Procedure
Time
Introduction and
Teaching Approaches and Resources
Motivation
- KWL charts (See Appendix D)
- iPads or computers loaded with KWL online
10
- Introduce topic
resource (See Appendix E)
minutes
through a discussion

Time
15
minutes

Questions to foster
discussion
- What do you know
about the solar
system?
- How do you know the
things you know?
- What kind of
technology would be
needed to understand
these facts?
Provide student groups
with a KWL chart (either
printed or iPad/computer)
- Id like you in your
groups to write down
all these down in a
KWL chart.
Please try for at least
one from each person.
- Students will complete
the K and W sections
Main Content
- Introduce topic
through the use of a
YouTube video.
- Ask students to
discuss within their
groups information
they heard during the
video they hadnt
before and what they
already knew.
- Ask for a few
volunteers to share

The use of a graphic organiser links to

Gardners multiple intelligences for
visual learners (Churchill, et al., 2013).
The KWL chart allows these learners to
visualise their learning and interests
in the topic. The final section of what
they have learnt will help visualise
what they now know of the topic.

Teaching Approaches and Resources

- YouTube video (Appendix F)

Discussion of content within the video

fosters communication which assists
the development of communication
between LBOTE and Indigenous
students (Woolfolk & Margetts, 2010).

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and write specific

terminology on the
board as its said.
Time

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- Whiteboard and marker

*This list of words will be used to begin a WORD
WALL
Teaching Approaches and Resources
- Students will need their science books and
pencils

Conclusion
- Discuss the L aspect
15
of the chart and
minutes
inform students of the
assessment for the
unit
- Reflect on the word
wall
Are there any words you
dont understand? Lets
Throughout all the lesson plans,
discuss them.
whenever technical vocabulary is
- Ask students to write
introduced, add these words to the
the words in their
Word Wall and make sure students are
science books and
aware of its meaning and relevance to
inform students of the
topic.
importance of
knowing the scientific
terminology
* Allow 5-10 minutes to
write reflection in their
space journals
Support and/or Extension Activities
- Offer script of video to student relevant students if needed (Appendix F)
- iPad app from of KWL chart allows students will cater for students who may need
it (Appendix D)
Assessment
Diagnostic Assessment: for learning
The completed KWL charts allow the educator to understand what the child already
knows of the content in order to plan for learning. It is a diagnostic tool to record the
prior knowledge students have of a topic.

*This chart, fully completed, will also be used in the unit conclusion as a summative
piece of assessment of learning
Evaluation
Learning Intentions
Self as teacher
- Identify topic and information
Reflective practise is an important
known to them (know)
concept for all teachers to
Have students grasped the topic and
eventually master. This form of
effectively communicated what they
reflection on action occurs after
already know?
the lesson is completed (Churchill,
- Identify appropriate questions (want
et Al., 2013). To make reflection
to know) about the topic
manageable, a template will be
Have students generated appropriate
used for the teacher to complete
topics they wish to explore?

after each lesson (See Appendix

G).

Safety Considerations
- Students should be aware of appropriate use of iPad or computers

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Lesson Two: 8 Planets and a Star

50 minutes
Learning objectives:
By the end of this lesson, students will have an opportunity to demonstrate their ability
to:
- Know the order of the eight planets and key information about a chosen planet
- Effectively use print and digital resources to answer questions
Curriculum Links:
- Identifying the planets of the solar system and comparing how long they take
to orbit the sun ACSSU078
- using research from print and digital resources to gather and organise information
for writing ACELY1704
Prior knowledge:
Students will have:
- Viewed a YouTube about a summary of the solar system (Appendix F)
- Stated their prior knowledge of the topic
Unit Preparation:
- Place laminated large print words taken from previous lesson on a blank wall
easily visible to all students as the proper formation of the word wall
- Place pieces of paper around the room each labelled as Mercury, Venus, Earth,
Mars, Jupiter, Saturn, Uranus and Neptune with snapshot of the cartoon planets
*Make sure under each area is enough room for students to sit and collaborate
Lesson Procedure
Time
Introduction and
Teaching Approaches and Resources
Motivation
- YouTube clip (Appendix F)
10
- Replay YouTube clip
minute - Ask students to write
Differentiation for Diverse Learners
down the order the
s
* Offer lyrics of video to students and ask them to
planets are described
highlight key words (Appendix F)
- Discuss words placed
on word wall from the
previous lesson to
recap their knowledge
of definitions
*Hand out and go
through the information
sheet to be completed
for the next section
making sure each
student understands the
terminology and
expectations
*Double check each
student has written their
name and the date on
the page
Time
Main Content
Teaching Approaches and Resources
- Ask students to look
- Pieces of paper with planets placed around the
15
around the room and
room
minute
notice the pieces of
s
paper
The idea of physically moving to the
- Explain to students

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they are to choose to

stand in the corner of
the planet (or sun)
they wish to learn
more about
- Students will research
their topic as a group
(or individually) to
each complete a set
of information
(Appendix H) using
texts from the
classroom library,
available computers
and iPads
*Students must
complete the
information sheets
individually

area they wish to learn more about ties

in with Gardners multiple intelligences
for kinaesthetic learners. This act of
movement provides students with
motivation for learning in simplest form
(Churchill, et al., 2013)

Question sheet to foster research (See

Appendix H)

Time

Conclusion
Teaching Approaches and Resources
- Ask for 9 volunteers
15mins
to represent the
planets and the sun
and stand at the front
of the class
- All students are asked to write this
- Students are to
information down
corporately place the
- For students to remember, write the
planets in order and
information on the board as it is said
describe three
aspects of the planets
and sun (placing
hands up)
- Explain homework
activity
*Allow 5-10 minutes to
write in journal
Extension Activities
- If groups or individuals finish their information sheet early, ask those groups to
help other groups (motivate students by stating they will need to all planets by
the end of the unit so by doing this, they will have an advantage of knowing the
other planets well)
Assessment
Assessment For Learning
- The educator may use the information sheet as formative assessment for learning
As homework, students will complete the online activity (See Appendix I). They will be
asked to write their given questions with the answers to hand in the next day or take
screenshots of every stage.
Teaching Approaches and Resources
- Online activity (Appendix I)
Evaluation
Learning Intentions
Self as teacher

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-Know the order of the eight

(See Appendix G)
planets and key
information about a
chosen planet
Have students effectively
ordered the planets?
Was the information given
both relevant and correct?
- Effectively use print and
digital resources to
answer questions
Did students use a variety
of resources to find their
information? Refer to
checklist on information
sheet
Safety Considerations
- Students should be aware of appropriate use of iPad or computers
- Make sure learning space has enough room to move around

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Lesson Three: Size, distances and orbit patterns

40 minutes
Learning objectives
By the end of this lesson, students will have an opportunity to demonstrate their ability
to:
- Represent their knowledge and understanding of orbiting patterns both in written
and kinaesthetic models
Curriculum Links
- Identifying the planets of the solar system and comparing how long they take
to orbit the sun ACSSU078
- discussing how models represent scientific ideas and constructing physical
models to demonstrate an aspect of scientific understanding ACSIS093
- modelling the relative size of and distance between Earth, other planets in the
solar system and the sun ACSSU078
- using research from print and digital resources to gather and organise
information for writing ACELY1704
Prior knowledge
- Students are aware of the order of planets and some of this information from the
previous lesson
Lesson Preparation
- Have template of table formed on whiteboard to enhance flow of lesson
SIZE

DISTANCE FROM
SUN

LENGTH OF TIME
FOR 1 ORBIT

MERCURY
VENUS
EARTH
ETC.
Time

10 minutes

Lesson Procedure
Introduction and Motivation
Teaching Approaches and
Allow 5 minutes to complete
Resources
unfinished homework and collect
and mark those students who
have completed theirs.
Explain lesson procedure and final
task for class
Today we will be comparing the
different planets in how long they
take to orbit around the sun.
Remember from last lesson, one
of the questions asked you to find
how long that planet took? Today
we are using that information to
create a relative model of the
solar system.
Reflect on information from last
lesson
Use the table on the board to fill
in the appropriate information
given by students

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Time
10 minutes

Size of planet
Distance from the sun
Time it takes to orbit the
sun
Main Content
Ask students to create a scaled
model of this data on paper, show
example:

Teaching Approaches and

Resources

Sourced from:
http://paulandliz.org/technical_pa
ges/solar_system/
Provide students with NASA
website (See Appendix J) to give a
- Planet comparison website
better visual representation of
(Appendix J)
planets.
Time
Conclusion
Teaching Approaches and
Go outside to large open area
Resources
20 minutes The educator will represent
- Sun safety
(large
the sun (stand in the middle
amount of
of students)
time given
- Each student gathers in their
to reduce
groups of which planet they
rushing)
are studying
- Students place themselves in
order
- Students them move in this
line to reflect the planets
relative distance from the
sun
- From this position, students
move around an orbiting
system relative to the speed
in which the planet moves
around the sun
Support and/or Extension Activities
As homework,
- Students write in their space journals
Assessment
Assessment for Learning
Educator can use the physical model to understand students level of understanding

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Assessment As Learning
As homework task, students write in their learning journals
Evaluation
Learning Intentions
Self as teacher
-Represent their knowledge and
(See Appendix G)
understanding of orbiting
patterns both in written and
kinaesthetic models
Have students effectively
demonstrated the relevant
information known to them in both
forms?
Safety Considerations
- Sun safety when outside

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Lesson Four: Space Exploration Technologies

35 minutes
Learning objectives
By the end of this lesson, students will have an opportunity to demonstrate their ability
to:
- Demonstrate their knowledge of technology systems used to explore the solar
system
- Demonstrate their understanding of technical vocabulary
Curriculum Links
- describing how technologies developed to aid space exploration have changed
the way people live, work and communicate ACSHE083
- using research from print and digital resources to gather and organise information
for writing ACELY1704
- using vocabulary, including technical vocabulary, appropriate to purpose and
context ACELY1704
Prior knowledge
- Students are expected to have remembered the order of planets and their orbiting
patterns
Lesson Procedure
Time
Introduction and Motivation
Teaching Approaches and
- Allow 5 minutes to work on
Resources
10 minutes
homework from the
previous lesson
- Explain the lesson
objectives to students and
the homework in order to
prepare students
Today we will be looking at how
our knowledge of the planets
was found. Can anyone tell me
how they believe we could know
the things we do?
- Discuss topic with students
in order to reach the result
of specific technologies
- Example:
o International Space
Station
o Observation Towers
(telescope)
Time
Main Content
Teaching Approaches and
- Break into the same groups
Resources
15 minutes
each planet have been
studying
- Students are to research
one of the methods used for
space exploration and
create a one-page
document or PowerPoint
presentation describing the
technology used and its
relation to their planet.

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Time

Conclusion
Teaching Approaches and
Inside/Outside circle
Resources
10 minutes
- Students will form two
circles - one inside the
other) and present their
information to each other
(See Appendix K for
example)
Support and/or Extension Activities
- If students finish their document or PowerPoint presentation early, students can
write in their space explorer journals and/or help peers (motivate students by
noting if they help students with the same technology system it will embed their
knowledge further for their exam)
Assessment
Assessment As Learning
Part of the conclusion process, students will create two circles and answer questions
called out by the educator and rotate to different people for other questions. This
exercise allows students to shair their learning with their peers.
Evaluation
Learning Intentions
Self as teacher
- Demonstrate their knowledge of
(See Appendix G)
technology systems used to explore
the solar system
Have students completed their
documents with enough information to
effectively describe the technology?
- Demonstrate their understanding of
technical vocabulary
Did students use the appropriate
terminology in the appropriate ways?
Safety Considerations
- Make sure there is enough room to complete the inside/outside circle

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Lesson Five: Technological Effects on Living, Working and Communication

45 minutes
Learning objectives
By the end of this lesson, students will have an opportunity to demonstrate their ability
to:
- Describe how technology have either changed the way people live, work or
communicate
- Comprehend technical vocabulary
Curriculum Links
- describing how technologies developed to aid space exploration have changed
the way people live, work and communicate ACSHE083
- using vocabulary, including technical vocabulary, appropriate to purpose and
context ACELY1704
Prior knowledge
- Students have learnt about the technology needed for this lesson in the previous
lesson
Lesson Procedure
Time
Introduction and Motivation
Teaching Approaches and
- Introduce the lesson by
Resources
10 minutes
explaining the lesson
objectives and final task
Today we are explaining how
the technologies we researched
have changed the way people
live, work and communicate.
We will be breaking off into
pairs; researching one of the
aspects this technology has
changed society, and then
creating a 30-second speech.
We will share this speech with
another pair who has researched
a different topic.
- Allow students to choose
their own pairs
- Delegate an even amount of
lives, work and
communication to groups
Time
Main Content
Teaching Approaches and
- Provide students with a set of Resources
15 minutes
resources, videos and books
- Set of resources
- Graphic organiser (See Appendix
to research their topic
- Allow peers to develop their
L)
speech
- Provide students with a
graphic organiser to develop
their speech
Time
Conclusion
Teaching Approaches and
30-second speech
Resources
20 minutes - Once students have completed
(enough
finding the relevant information,

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time is
given for
speeches to
be given
without
rushing)

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students will complete the 30

second speech to a peer

Support and/or Extension Activities

If students have finished their speech early, ask them to practise in front of their partners
Assessment
Assessment For Learning
Educator can assess students speech either verbally or seeing the graphic
organiser
Evaluation
Learning Intentions
Self as teacher
- Describe how technology have
(See Appendix G)
either changed the way people live,
work or communicate
Have students effectively demonstrated
learning of their given area?
Is their information relevant?
- Comprehend technical vocabulary
Have they appropriately used technical
vocabulary?

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Unit Conclusion

Students will submit Assessment Item 2: Space Explorer Reflective Journal

Assessment as Learning
Students will individually complete a journal after each lesson from the point of view of a
space explorer. There will be a focus of discussion each entry linking to the content
learnt. The educator will provide one or two questions reflecting this focus.
Students will complete Assessment Item 3: Exam
Assessment of Learning
Students will individually complete an exam with multiple-choice and two short response
questions about the concepts discussed in the unit.
The multiple choice questions will relate to planets, orbiting patterns and technical
vocabulary learned throughout the unit.
The two short response questions will relate to the space technology and its effects on
life, work and communication. These questions will remain open-ended so students can
ultimately complete them using the information they gathered from lesson four and five.
Item 4: KWL Chart (L Section)
Assessment of Learning
Students will reflect back to the KWL chart completed in the first lesson and complete the
final section with the same group what they have learned.
Class will discuss the content learned by each group listing their points to the class and
responding with whether they have learned the same things as other groups.
Each student is expected to write at least one of their own points on this list and sign
their name next to it. This will provide the educator with a specific area each students
has learned content from the unit.
Overall Unit Reflection:
- What worked well?
- Did students meet the standard?
- Were the assessment opportunities manageable and appropriate?

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References

Australian Curriculum Assessment and Reporting Authority. (2012). Science Scope and
Sequence: Foundation to year 10. Retrieved from
http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?
Type=0&s=S&e=ScopeAndSequence
Australian Curriculum Assessment and Reporting Authority. (n.d.). English. Australian
Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/english/Curriculum/F-10?layout=1#level5
Australian Curriculum Assessment and Reporting Authority. (n.d.). Science. Australian
Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/science/Curriculum/F-10?layout=1#level4
Australian Curriculum Assessment and Reporting Authority. (n.d.). Science. Australian
Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/science/Curriculum/F-10?layout=1#level5
Australian Curriculum Assessment and Reporting Authority. (n.d.). General Capabilities
(Literacy). Retrieved from
http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Literacy
Australian Curriculum Assessment and Reporting Authority. (n.d.). General Capabilities
(ICT). Retrieved from
http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/ICT
Australian Curriculum Assessment and Reporting Authority. (n.d.). Cross-curriculum
Priority (Science). Retrieved from
http://www.australiancurriculum.edu.au/science/cross-curriculum-priorities
Churchill, R., Ferguson, P., Godhino, S., Johnson, N. F., Keddie, A., & Letts, W., Vick, M.
(2013). Teaching: Making a difference (2nd ed.). Milton, Australia: Wiley.
Description of Strategies. (2013). Retrieved from http://leo.acu.edu.au/course/view.php?
id=12099

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France, J & Kramer, S. (2001). Communication and Mental Illness: Theoretical and
practical approaches. London, GBR: Jessica Kingsley Publishers.
Woolfolk, A., & Margetts, K. (2010). Educational psychology (2nd ed.). Frenchs Forest,
NSW: Pearson Australia.

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Appendix A Case Study Class

Distribution of Students: (Index of Community Socio-Educational Advantage)

School Distribution
Australian Distribution

Bottom Quarter
49%
25%

Middle Quarters
23%
13%
25%
25%

Top Quarter
15%
25%

Students:
Total Class
Attendance rate
Indigenous students
Torres Strait Islander students
Pasifika (Pacific Islander and
Maori descent)
LBOTE(language background
other than English)

Identified Special Needs

Autistic Spectrum Disorder (ASD)

26 students (11 girls & 15 boys)

87%
5 students
3 students
2 students
Sri Lanka (3 students)
Sinhala (2 students)
Tamil (1 student)
Iran (2 students)
Persian (1 student)
Kurdish (1 student)
Afghanistan (2 students)
Dari (1 student)
Pashto (1 student)
Syria Arabic (1 students)
Physical Impairment (PI)
2.
1 student (mild cerebral palsy)
Hearing Impairment (HI)
3.
1 student (mild sensori-neural
hearing loss - wears hearing aids)
1 student (high functioning Aspergers
syndrome)

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Appendix B Scope and
Sequence (Science)

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(ACARA, 2012)

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Appendix C Recording Application

Website: https://itunes.apple.com/au/app/voice-recorder-free/id685310398?mt=8
Description: Simple application
with visuals to look like an old-style
voice recorder
Price: Free
Compatibility: Requires iOS 5.0

or later. Compatible with

iPhone, iPad, and iPod touch.
This app is optimized for iPhone
5.

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Appendix D KWL CHART

Website: http://www.readwritethink.org/classroom-resources/printouts/chart-a30226.html
Description:
This K-W-L Chart, which tracks what a student knows (K), wants to know (W), and has
learned (L) about a topic, can be used before, during, and after research projects.

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Appendix E KWL Chart (Online)

Website: http://www.readwritethink.org/files/resources/interactives/kwl_creator/
Description:
This interactive tool is equipped with the work-saver functionality so that students can
save their work at different stages in the K-W-L process. Users have the ability to embed
text links, giving an extra level of interaction and explanation so students can show their
examples of their knowledge.

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Appendix F We are the Planets

Website: https://www.youtube.com/watch?v=ZHAqT4hXnMw
Description:
Let the StoryBots DJ revolve it with sweet beats as the rapping sun and planets give
you their spin on the whole solar system.
Lyrics:

STORYBOT 1
We can see the whole Solar System from
here.
STORYBOT 2
I think we can hear it from here too.
ALL PLANETS (CHORUS)
We are the planets of the Solar System
Different sizes for every one
The music never ends
We are such good friends
And we all orbit the sun
SUN
Here comes the Sun rapping first on this
track, from the beginning
Im the center of the solar system,

planets be spinning
Around me, so hot, Im roasting, ya see?
Now I pass the mic to the planet closest
to me
MERCURY
Mercury! The smallest planet, small as
Earths moon (MOON: Yo!)
I get superhot and cold and I spin very
slow
VENUS
Im Venus! Ive got mountains and
volcanoes that spray
Im the same size as Earth but spin the
opposite way
EARTH

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Yeah, Im Earth, Im the home to every

boy and girl
(Sung by Stars) Such a beautiful,
beautiful world
MARS
Im Mars, the red planet, Ive got deserts
and ice
And Ive got two moons nice thats
like one moon, twice!
JUPITER
Im Jupiter! The biggest planet, Im
humungous, gargantuan
I spin the fastest, rap the fastest, plus
Im handsome, BAM SON!
SATURN
Oh please, Im Saturn, check out my
beautiful rings
Made up of billions of rocks, dust, and
other things
URANUS
Im Uranus, I say that with pride, okay, I
lied

Im embarrassed cause Im the only

planet lying on its side
(Uranus lies on its side and the mic flies
to Neptune)
NEPTUNE
Im Neptune, Im cold, dark, windy and
mysterious
Im very stormy, so bring an umbrella
Im serious
ALL PLANETS (CHORUS)
Were the planets in the Solar System
Different sizes for every one
The music never ends
We are such good friends
And we all orbit the sun
STORYBOT 1
Well, we are done exploring the Solar
System.
STORYBOT 2
I am thirsty. Lets explore the rest of the
Milky Way Galaxy.

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Appendix G Reflection as Teacher Template

Date:

Class:

Lesson Topic:

What caught your eye, or was the most memorable about this lesson?

What was your biggest challenge in this lesson?

What might be some possible ways to overcome or work around that challenge?

Did the lesson seem to fall flat at any point(s)? Why was that so?

Judging by student reactions and engagement, what part of the lesson was the highlight
for them?

What lessons can you draw from that?

What was the high point of the lesson for you? Why was that so? How might that
translate to other lessons?

Did anything worry or puzzle you during the lesson? How can you learn more about
that?
(Churchill, et al. 2013, p. 468)

Appendix H Lesson Two Information Sheet

Appendix I NASA Kids Activity

Website:
http://www.nasa.gov/audience/forkids/kidsclub/flash/games/levelfive/KC_Solar_System.ht
ml#.U_KYn2OxkmE

Description:
Help the comet get to the sun!
This interactive website goes through a series of questions the user must answer to
move the comet closer to the sun. If every answer is correct, there will be nine questions
in total.
A negative aspect is this site still classifies Pluto as a planet. As an educator, you will
need to explain the planet and its new classification of a dwarf planet and why it is not
included in solar system.

Appendix J Planet Comparison

Website: http://spaceplace.nasa.gov/external/http://www.messengereducation.org/Interactives/ANIMATIONS/Planet_Size_Comparison/planet_size_comp.php
Description: This website is an interactive website students can use to compare the
sizes of planets against each other and the sun. The website states the diameter and
ration of the two comparing planets along with relative pictures to demonstrate them.
Students can drag the second planet over the first in order to visualise the relative sizes
another way.

Appendix K Inside/Outside Circle

Inside/Outside Circle is a Class building strategy identified by Spencer and Laurie Kagan.
It is intended to get all students (or participants) up moving around the room and
interacting with one another. Because participants are standing and moving it helps gets
the blood flowing to their brains and breaks the sitting at their desks routine. It also
allows students to interact with several other students in an organized, productive
manner.
Inside/Outside Circle works like this: one-half of the participants stand and form a circle
facing OUT. The other half of the participants forms a circle around (outside) of the first
group, the outside circle participants face inside so that each participant is facing a
person from the other circle. Next the teacher instructs one circle to rotate. For
example, the teacher may say, Outside circle move two persons to your right. The
newly formed partners then respond to a question. For example: Inside partner explain
to your outside partner one possible cause of erosion. Next the teacher may say,
Inside circle rotate three persons to your left and then ask, Outside partner predict
how the read-aloud story we are reading might end.
Inside/Outside Circle works well as a review strategy and it can also be used at the
beginning of a lesson or unit to bring to mind previous knowledge regarding a concept or
topic. Inside/Outside Circle also works well as a get-acquainted strategy at the beginning
of the semester or the year.it helps students build community.
Description of Strategies (2013)

Lesson four and Lesson Conclusion

4.

Students move around the circle sharing their projects with each other

 Concluse your topic

Restate your topic and its most important
features in their simplest forms

List the most important points explaining

your topic
How has your area of society been affected?
How does the technology do so?
Is it a positive or negative effect?

Introduce your topic

What area of society were you given?
What technology has specifically affected that
area?

Conclusion

Most
Important
Points

Introductio
n

Appendix L Graphic Organiser