FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 3 LEARNING AREA/TOPIC: Earth and Space Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Sustainability Asia and Australia’s Engagement with Asia

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM LESSON (what & how) EXPERIENCES
LINKS OBJECTIVE
SU SHD SIS

Engage (ACSSU04 (ACSHE05 (ACSIS0 As a result of this DIAGNOSTIC Introduction Day and Night
8) 1) 60)
lesson students will An observational Coming into the science classroom, students must put on their ‘science lab coats’ and video:
be able to… checklist will be used their ‘science goggles’. Once all students have done this, they have become scientists https://www.you
to assess students’ and are ready to participate in the lesson. tube.com/watch
Describe the knowledge on the Introduce the topic for today’s lesson: Day and Night. ?v=q864EalnLv
difference between Earth, Sun and Moon Play the video on smartboard for students and ask them to think about what they s  
night and day and how it related to already know about the Day and Night. Day and Night film:  
through diagrams, day and night. https://www.youtube.com/watch?v=q864EalnLvs Activity Sheet
images and written Focusing on; Explain to students they will be completing a THINK PAIR SHARE on things they One – The
words. Correct colours are already know about Day and Night e.g. what it looks like, sounds like, smells like, difference
used when painting the feels like etc. between day and
Show the Styrofoam spheres. Half of the class will be doing day, the other half will do night. night
movements of the Correct sizes are used Provide student with THINK TIME before commencing the sharing.
Sun, Earth and to represent the Earth, Students will then share their ideas with the class. Styrofoam
Moon that cause Sun and Moon. Use the information shared as a class to write or draw the characteristics of night and spheres of
night and day The Earth rotates day in the characters from the clip. different shapes,
through a around the sun and enough for one
representational rotates on its axis as Styrofoam Sphere Activity per student/three
model made from well. Explain to the students that they will engaging in an activity about the Earth, Sun and per group of
Styrofoam spheres. Moon. students
Watch a video about the sun and the moon to give students a basic understanding Bamboo sticks,
This assessment will be https://www.youtube.com/watch?v=hWkKSkI3gkU one per
diagnostic and will be Students are going to be sorted into groups of 3 by cards that have been placed on Styrofoam
a guide as to where the their desk. sphere
next lessons go and Each group will get three Styrofoam spheres to create their own model of the Earth, Paint, texta,
which students need Sun and Moon. crayons, craft
assistance and which Paint, crayons or textas are allowed to be used. paper, glue,
are excelling. Students need to focus on the colours they use. glitter etc
Once they have coloured their Styrofoam spheres, one student from the group is to
come and collect 3 bamboo sticks. Discuss with students how to be careful with these
bamboo sticks and use them safely.
Students must display the earth’s rotation around the sun and how the Moon moves
 as well.

Conclusion
Once students have finished, bring everyone down to the mat. Ask one group to stand
in front of the class and display their orbit.
Have a discussion with the class.
Key Questions (pose these questions to the class);
•   Why were those colours used?
•   Why did you choose those sizes for each the Sun, Moon and Earth?
•   What moved in your orbit?
•   How did the Earth move?
•   How does day and night occur?
•   Is it night time everywhere around the world at the same time? If not, why?
Ask students if they feel they have a small understanding of the Sun, Earth and
Moon’s orbit.
•   Thumbs up = confident
•   Thumbs middle = need to go over it again
•   Thumbs down = do not understand

Explore (ACSSU048 (ACSIS06 As a result of this FORMATIVE Introduction Class KWL

) 0)
lesson students will Students will be Introduce students into the science classroom by getting students to put on their chart.
be able to… assessed using an ‘science lab coats’ and their ‘science goggles’. Once all students have done this, they
observational checklist have become scientists and are ready to participate in the lesson. Globes.
Describe why it is that focuses on; Discuss the previous lesson
night time on one Students ability to… •   What do you see in night and day? Torches.
part of the world Describe what happens •   How does the earth move around the sun?
and day time on the during night and day •   What causes night and day?
other in accordance according to the sun, Create a class KWL chart to put up in the science corner.
to the sun and earth and moon.
Earth’s rotation. Work in a group Exploring Day and Night
environment. Students will be working in groups; each group will have a globe and a torch.
In their science journals, students will draw what they see when the torch is shining
on Australia. Students will then need to write underneath what has happened during
day time in Australia and about what happens on the other side of the world.
Students are encouraged to discuss ideas with each other.
No direction will be given about how to create night and day using the torch, students
will need to explore the different options.

Conclusion
Students gather around on the mat. Have the globe in the middle and have a few of
the students from each group demonstrate and explain what is happening when the
light is shone on certain parts of the world.
Explain (ACSSU048 As a result of this FORMATIVE Introduction Explanation
)
lesson students will Students will be Introduce students into the science classroom by getting students to put on their video
be able to… assessed using an ‘science lab coats’ and their ‘science goggles’. Once all students have done this, they https://www.you
observational checklist have become scientists and are ready to participate in the lesson. tube.com/watch
Explain how the and will be assessed on Watch the following video to remind students how the earth moves around the sun ?v=l64YwNl1w
earth rotates around the following; https://www.youtube.com/watch?v=l64YwNl1wr0 r0
the sun. Description of how the Discuss key terminology
earth rotates around the •   Axis à an invisible line that goes through the earth on which it spins Torches
Explain the position sun. •   Rotation à when the earth spins all the way around on its axis one time
of the earth in each Explains through •   Revolution à When the earth travels around the sun one time Ruler
of the seasons. words or a diagram the Add these words to the science word wall
cause of the seasons.
Lesson Sequence
Create the Earth’s orbit around the sun using items found around the school and a
torch (sun) in partners.
In the student’s science journals, draw and label a diagram of the earth moving
around the sun that explains night and day. Use the objects found to symbolise the
earth and sun to assist the students when drawing the diagram.
In the diagram, include the position of the earth during the seasons.
Making sure to add all the new information just learnt.
Must include; explain…
•   How the earth rotates
•   What happens when the earth moves around the run
•   What happens when the earth rotates
•   How night and day is caused

Conclusion
Students gather on the mat.
Go through the questions as a class and have students read out some of their
responses.
Use the globe and a ruler to have students demonstrate how the earth rotates.
Correct any misconceptions.

Elaborate (ACSSU048 (ACSIS05 As a result of this FORMATIVE Introduction Chalk for

) 3)
lesson students will A rating scale will be Introduce students into the science classroom by getting students to put on their tracing shadows
(ACSIS05 be able to… used to assess student’s ‘science lab coats’ and their ‘science goggles’. Once all students have done this, they outside.
4) ability to create a plan have become scientists and are ready to participate in the lesson.
(ACSIS05 Plan an for an investigation Have a discussion about what happened in the previous science lesson. iPads to take
5) investigation that which includes a Key questions photos of
consists of a prediction and three •   What did we learn about last science lesson? shadows and to
(ACSIS06
0) prediction and the variables. •   What do we know about the Earth, Sun and Moon? take photos of
three variables. Discusses how Go outside in the sun, ask students to investigate their shadow. Think of the answer students
shadows are created to these questions whilst investigating. investigating
Describe how and records all their •   What are some things they notice about their shadow? shadows.
shadows are created findings on an •   Is it the same size as you?
through recording investigation record •   How does it get bigger or smaller? Investigation
their findings from sheet. planning sheet
 an investigation. •   Is it connected to you?
Students will also be •   Where is the sun when you can see your shadow? Investigation
assessed on their In partners, take turns in tracing around your partner’s shadow. recording sheet
recording of their Take a picture of the outline of your shadow on the iPad.
findings. Go back into class and discuss the questions on the mat. Torches –
enough for 1 per
This activity is open- Investigate Shadows partner.
ended and allows Explain to students that they will be conducting an investigation on what causes
students to discover in shadows.
their own way how Go through the different components that make up an investigation
shadows are created. •   Prediction
•   Ensuring it is a fair test by using variables (what will be changed, measured,
stay the same?)
•   Equipment – torch, any items around the classroom
•   Results

Working in partners, students will need to fill out this planning sheet before
completing the investigation
Students will not be given any guidance for this activity and are required to be in
control of their own learning.
They will only be given a torch.
Students are required to fill out the results table as they go.
Allow some time at the end for filling in the remaining questions.
Discuss safety instructions for using torches and large objects.

Conclusion
Gather students around the mat.
Have a few groups come up and show how they made a shadow with their torch.
Discuss the student’s investigation and what they found out about shadows.
Take the students back outside and get them to stand where their shadow was traced.
•   Is the shadow in the same spot?
•   What way has it moved?
•   Where is the sun?
Evaluate (ACSSU048 (ACSIS21 As a result of this SUMMATIVE Introduction Report
) 5)
lesson students will Students will be Introduce students into the science classroom by getting students to put on their worksheet
(ACSIS0 be able to… assessed using a rating ‘science lab coats’ and their ‘science goggles’. Once all students have done this, they
58) scale that assesses have become scientists and are ready to participate in the lesson. Self-assessment
Create a report of students on; Discuss what has happened in all the previous lessons, most importantly, what the sheet
(ACSIS06 information Their ability to create a students did in their investigation and what they discovered.
0) gathered from an report of information Have some students come up and explain to what happened in their investigation Peer assessment
investigation. gathered from a (recall of knowledge). sheet
previous investigation.
As well as presentation Writing a Report
skills. Individually, students are to use their planning and results sheets from the previous
lesson and write a report about all their findings.
SELF-ASSESSMENT Must include in the report;
All students will •   What was I investigating
complete a self- •   What was my prediction
assessment that asks •   What were my variables
them questions and •   What happened in my investigation
allows them to express •   Did I face any challenges
any concerns they have •   How did I overcome those challenges
about the topic. In the •   How could I improve this investigation
format of Two Stars
and a Wish Conclusion
Students will be writing a self-assessment on their report that allows them to express
PEER ASSESSMENT any concerns they have about the topic. This will be in the format of Two stars and a
All students will wish.
complete a peer Discuss with the class how to fill out these self assessments.
assessment in the Students will then have to present their report in small groups. Explaining their
format of Two Stars report.
and a Wish which will The students who did not present will fill out a peer assessment of the student who
be handed to the did present in the format of Two star and a Wish.
teacher.