Assignment 2: Planning for Learning

________________________________________________________________________________________________________________________

Astronomy and Space Science:

Searching our Solar System
Unit Overview
Unit Title
Astronomy and Space Science: Searching our Solar System

Unit Summary

Curriculum Links
Learning Area: Science Year level: 5
Strand: Science Understanding Sub-strand: Earth and Space Sciences

Sub-strand: Nature and Development of

Strand: Science as a Human Endeavour
Science
Assignment 2: Planning for Learning
________________________________________________________________________________________________________________________

Strand: Science Inquiry Skills Sub-strand: Communicating

Descriptor: Communicate ideas, explanations

Achievement Standard: By the end of Year 5,
and processes using scientific representations in a
students communicate their ideas and findings
variety of ways, including multi-modal texts
using multimodal texts
(ACSIS093)

Connections with:

Learning focus
Concepts
The Sun is at the centre of the Solar System
The orbital paths of the Sun, Earth Moon and
other planets of the Solar System
The relative size and distance between each of
the celestial bodies
Day and Night is a result of Earth’s rotation on its
axis
Student Dispositions
Thinking and working scientifically
Generating observations and researching and
testing the reasonableness of various claims
through dramatic action
Investigating and conducting research-based
inquiry into the movements of each planet/star
Collecting and interpreting data to construct an
accurate model of the Solar System
Recording, reporting and communicating
observations of the Sun and shadows over a 24-
hour period
Addressing Dispositions

Lack of interest and negative attitudes towards

science and unengaged

Lack of confidence and avoids making

contributions to class discussion and actively
participating

Reluctant to participate in group activities and

prefers working individually
Assignment 2: Planning for Learning
________________________________________________________________________________________________________________________

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
________________________________________________________________________________________________________________________

Learning focus and connection to the curriculum/frameworks:

How will the children engage with this learning?

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

to share thinking, clarify ideas and inspire each other (TFEL

Framework 2010, p.33).
Resources:
Claims of Space – enlarged
Introduce the Think, Want, Learn and How (TWLH) chart and copy (see Appendix 1.1)
add students’ thoughts and ideas to the first and second Orrery Models images –
columns. Ask prompting questions such as: Google
 What do we THINK know about the Sun/Earth/Moon?
 What do we THINK we know about claim 1/claim 2/claim Materials:
3?  Paper plates
 Paint & paint brushes
 How do we know this/evidence to support the claim?
 Pens & textas
 What do we WANT to learn about the Sun/Earth/Moon?
 Split pins
 Cardboard
Hands-on Experience:  Foam balls
Orrery Models – referring to visual examples from Google  Skewers
Images to address various learning styles (Woolfolk & Margetts  Glue
2016, p. 94), explain that students are to construct an Orrery  Pipe cleaners
model which depicts their understanding of the orbital paths of
the Sun, Earth and Moon.
Exploratory /Explore & Explain Learning Experiences:
Learning Experience 2: 60 minutes
Opening Activity: Assessment:
Shadow Tag - Introduce the focus of the lesson by playing a A series of formative
game of shadow tag. Students aim to ‘tag’ their partner by assessment types will be
implemented during the
touching their shadow opposed to their body. Progress students
Explore phase. Students
thinking at the conclusion of the game by asking prompting developing understanding will
questions such as: be monitored with the aim of
Explore

 What do we need to make a shadow? giving feedback that extends

 Did your shadow move in the same direction or different their learning. The formative
direction to you? focus of the lesson will be
 Where was the Sun in relation to your shadow? In front? students’ developing
Behind? understanding of how the
 Can you explain what causes shadows to move? Earth is part of a system of
planets orbiting Sun. The
completed shadow flow charts
Hands-on Experience: and TWLH chart will be used
Flow Chart Diagrams – Working in small groups, students to assist in the assessment
explore sunny areas of the school grounds, recording detailed process.
diagrams which show the individual, their shadow and the
Assignment 2: Planning for Learning
________________________________________________________________________________________________________________________

position of the Sun in relation to their shadow. Students are to

also record the time of day the observations took place. Resources:
Repeat observations twice more at different intervals of the day, The Emu in the Sky –
Australia Telescope National
each time drawing labelled diagrams of their observations.
Facility
Students compile their evidence they have collected into a flow
chart to show how the Sun, Moon and stars appear over a Materials:
period of 12 hours.  Pencils
Pose prompting questions such as:  Student workbooks
 Can you highlight any similarities between each group’s  Torch
flow chart?  Pop stick
 What do these similarities tell us about the movement of  Plasticine
the Sun across the sky?
 Do your findings align with your current knowledge?
 Are the movement of the Moon similar or different to
that of the Sun? Why?

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

Learning Experience 3: 60 minutes

Opening Activity: Assessment:
Repeat ‘Claims of Space’ activity from lesson 1. Highlight to Formative assessment will
again be the assessment focus
students that their beliefs may have changed since the first
of this learning experience and
lesson as new learning and information has now been added to
monitoring of students’
their pool of knowledge. Choose one student from each claim to developing understanding the
create small groups for the following activity. Solar System and orbital
paths is continued.
Hands-on Experience: Photographs and copies of the
Role Play to Test Claim Theories – Students engage in a role Observation Recording Sheet
will be collected and assessed
play activity to compare each theory against the evidence
to support student
collected in the previous learning experience. Students use a
development.
procedural text (see Appendix 1.2) and an observation sheet
(see Appendix 1.3) to test the reasonableness of the claims Resources:
highlighted in the ‘Claims of Space’ resource (see Appendix Procedural text (see Appendix
1.1). Students use a globe to represent the movements of the 1.2)
Earth, a torch to demonstrate the movements of light from the Observation recording sheet
(see Appendix 1.3)
Sun and sports equipment such as a softball to be used as the
Moon. Challenge student thinking during activity by posing Materials:
potential problems for each of the claims being tested. Students  Pencils
compare these findings to the findings found during the previous  Student workbooks
flow chart activity to test the reasonableness of each claim. Ask  Torch
prompting questions as the conclusion of each activity such as:  Softball
 Do the findings align with those gathered during the  Globe
shadow flow chart activity?  Tennis ball
 What claim aligns with our TWLH chart more than the
others?
Assignment 2: Planning for Learning
________________________________________________________________________________________________________________________

Learning Experience 4: 60 minutes

Opening Activity: Assessment: Again,
Revisiting Orrery Models – have students review their original formative assessment will be
the focus of the Explain phase
orrery models and engage in discussion about if/how their
of the unit. Student’s written
thinking/understanding has changed. Students write a summary
summaries of their model,
of how their model represents a day, month and year and how including any changes and
this is represented by the movements of each element. justifications will be used to
assess the trajectory of each
Hands-on Experience: student’s learning.
Students in small groups research the claims and findings
presented by Galileo before his passing and brainstorm key Resources:
Laptops and iPads – minimum
features found during their research. Students can present their
of 2 per group
findings how they please, for example, a mind map, PowerPoint
Explain

presentation or report style of paper. Materials:

Discuss as a class the evidence Galileo presented in order to  Student workbooks
support his theory as well as the meaning of the term Solar  Pens & pencils
System, coming to the conclusion that the Sun is infect at the
centre of all planet’s orbital path. Constructivist Reasoning:
Students then, individually, research the orbital paths of the An individual’s understanding
Solar System and make any necessary comment on how long of concepts and theories result
from acting in situations and
each planet takes to complete a full orbit of the Sun.
negotiating with other
members of that community
Considerations: (Skamp 2015, p.14).
- Western views of the Solar System (Sun at the centre) Students, therefore, actively
differ to the beliefs of Indigenous people. Aboriginal participate in collaborative
Astronomy sees the planets as prominent sky ancestors teams in order to construct
with direct relations to the Sun and Moon, meaning all knowledge socially. Within
three are said to be at the focus of the Solar System each team, students take on a
responsibility and have a need
(Hamacher & Banks 2018).
to negotiate and fulfil their
role within the group.
Investigations /Problem solving/Elaboration Learning Experience/s:
Learning Experience 5: 60 minutes
Opening Activity: Assessment:
Introduce the topic of size and distance between planets by Formative assessment is
continued through the
asking students to review their orrery models. Pose prompting
Elaborate phase to monitor
questions such as:
students’ developing
 Does your model currently show the correct scaled sizes understanding. Images to be
of the Sun, Earth and Moon? taken of each group’s accurate
 Does your model show the correct scaled distances representation of the solar
between the Sun, Moon and Earth? system. Notes to be taken
 What information would you need to make your model to during discussion on how
Elaborate

scale? students are showing relative

 What processes could you use to make your model to sizes and distances.
scale?
Resources:
Solar System Information
Hands-on Experience: Organiser – enlarged copy
Explain to students that they will be working in small teams to (see Appendix 1.4)
research information needed to construct an accurate
representation of the Solar System. They will investigate Materials:
information needed to make their replicas to scale in relation to  Plasticine/playdough
the sizes and distances of planets from the Sun. Students  Toilet paper
complete ‘Solar System Information Organiser’ (see Appendix
Constructivist Reasoning:
1.4) to organise their information.
Skamp & Preston note to
Prior to constructing the scale as a group, students compare ensure representations used
findings with other groups and discuss discrepancies in collected are discussed with an explicit
data. Explore possible explanations for this and which findings focus on their function, form,
may be more accurate. Students then interpret their collected parts and purposes (2015,
Assignment 2: Planning for Learning
________________________________________________________________________________________________________________________

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

 Pens & textas

to each other  Split pins
 the relative size and distances between each of the  Cardboard
planets from the Sun  Foam balls
 how the Earth rotates on its own axis to cause the  Skewers
phenomena of day and night etc.  Glue
 Pipe cleaners
Hands-on Experience:
Constructivist Reasoning:
Read through the scenario as a group and highlight any
Learning is a process of
important information. Allow students extensive time to accommodation or
complete their models. Once construction has been completed, adaptation based on new
students can then compare their original models made during experiences or ideas (Jenlick &
the engage phase of the unit to the newly build model which Kinnucan-Welsch 1999, p.4).
should now include all the celestial bodies of the Solar System Students, therefore, create an
(opposed to just the Sun, Earth and Moon). orrery model for a second
Discuss as a group the changes made between each model and time in order to compare the
reflect on the development of learning that has occurred adaption and accommodation
of ideas from the first to the
between the construction of each.
second model.

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
________________________________________________________________________________________________________________________

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.

Vygotsky, L. S, 1978, Mind in Society: The Development of Higher Psychological Processes,

Massachusetts, Harvard University Press – informed the provocation of the unit and informed the social
constructivist approach taken to learning.

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
________________________________________________________________________________________________________________________

1.1 Claims of Space

Appendix:
Assignment 2: Planning for Learning
________________________________________________________________________________________________________________________

1.2 Procedural Text

Appendix:
Assignment 2: Planning for Learning
________________________________________________________________________________________________________________________

1.3 Observation Record Sheet

Appendix:
1.4 Solar System Information Organiser
Assignment 2: Planning for Learning
________________________________________________________________________________________________________________________

Appendix:
1.5 Assessment Scenario
Assignment 2: Planning for Learning
________________________________________________________________________________________________________________________

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.