Science FPD

SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: 2 week Engage (Lesson 1) TOPIC – Researching the planets of the solar system.
2
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS
Science Understanding Science as a Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Human QUESTIONS
Endeavour
The earth is a part of a With guidance, pose Introduction My Place in Space book,
system of planets clarifying questions and Solar system literature,
Read the My Place in Space book.
orbiting around a star make predictions about dictionary, science
(the sun) (ACSSU078) scientific Can you name a planet in the solar system and tell us a fact about it?
Journal.
investigations (ACSIS231) Start the TWLH chart. Students write down the T column of the chart. Students’
TWHL charts are to be kept in their science journals. Share these ideas with the
class.
Body
Using the jigsaw rotation strategy, students will be provided with various literature What do we know about
to research the planets in the solar system. Each student will be provided with a ….?
worksheet that asks them to fill in the defining characteristics and facts about each How might we find out
planet. Students are to paraphrase their text to ensure the ideas are in their own the answers to your
words; and to identify any unknown words. These unknown words will be used to questions?
create a word wall for their ‘solar system’ wall in the classroom.
Introduce the second column of the TWLH chart. Have students to create questions
that they’d like to find out during this unit of work.
Conclusion
Students think-pair-share a fact about the solar system that they learnt in this
lesson.
Exit slip.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Research different planets of the solar system and fill out the
worksheets of their defining characteristics and facts.
 Fill in the TWLH chart of what the students think they know about
the solar system, and questions they’d like to find out.
ASSESSMENT
Diagnostic Assessment.
- Observations from class discussions and think-pair-share conclusion.
- Solar system worksheet in their science journals.
LEARNER DIVERSITY
Students needing assistance will be provided with a TWHL chart with
completed examples in the T and W column to help scaffold what types of
questions should be asked.
Extension students should share their ideas with other extension students,
engaging in a discussion of how they might find out these answers.
TERM / WEEKS: 2 week Engage (Lesson 2) TOPIC – representing the relative distance of planets in the
3 solar system from the sun
Thinking Capability
SCSA LINKS
Science Understanding Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Endeavour QUESTIONS
The earth is a part of a With guidance, pose Introduction Strip of A3 paper, coloured
system of planets clarifying questions and pencils & black markers.
Play the planet song.
orbiting around a star make predictions about
(the sun) ACSSU078 scientific Can you name a planet in the solar system and tell us a fact about it?
investigations (ACSIS231) Start the TWLH chart. Students write down their ideas in their solar system
LESSON OBJECTIVES journal. Share these ideas with the class.
As a result of this lesson, students will be able to: Are the planets of the solar
 Estimating the relative distance of each planet in the solar system Body
system evenly spaced or are
from the sun by drawing and labelling on the strip of paper with - Provide students instructions in drawing their estimations for the relative space
some or are some planets of
coloured pencils between the planets in coloured pencil. the solar system closer
- After completion, provide students with a planet card, they are to find their
 Using fractions to correctly calculate the relative distance of each together than others? Are
partner planet and compare estimations. your estimations
planet in the solar system from the sun by drawing and labelling on
- With the provided instructions, students are to use their knowledge of fractions similar/different, how?
the strip of paper with black marker.
to fold the strip of paper, each fold represents where that planet relatively sits in
the solar system.
ASSESSMENT (FORMATIVE)
They are to use black markers to draw the planets.
- Exit Slip - After completion they are to pair up with their planet partner and compare
Ordering the planets in the solar system closest to the furthest from their positioning of black markers on their ‘solar system’
the sun. Find the person who has the same planet card as you to create a pair and work
LEARNER DIVERSITY with other pairs to replicate the relative distance from each planet in the solar
Students needing assistance with mathematics will have strips of paper system.
already folded. They are to dot along the folds to identify the folds. Can you create an acronym to remember this order?
Conclusion
Whole-class discussion, comparing their findings. Students are to stick this into
their science journal.
TERM / WEEKS: 2 week Engage (Lesson 3) TOPIC – representing the relative diameter of planets in the
4 solar system, including the sun.
Thinking Capability
SCSA LINKS
Endeavour QUESTIONS
The earth is a part of a With guidance, pose clarifying Introduction Playdough, planet cards,
system of planets questions and make predictions about key sheet, exit slips.
Find the person who has the same planet card as you to create a pair and work
orbiting around a star scientific investigations (ACSIS231)
(the sun) ACSSU078 with other pairs to replicate the relative distance from each planet in the solar
system.
Can you create an acronym to remember this order?
Does your partners look
Body
similar or different to
In a previous maths lesson, the students used division to calculate a relative yours?
scale of each planet’s diameter. Have you both labelled the
- In the students’ pairs, they are to recover what diameter means. planets in the same order?
- Using the playdough, students are to individually create each planet in the
solar system to the relative size using provided key. The students are provided
a key provides the diameter in centimetres.
- Position each planet based on how far it is from the sun.
Students are able to use the previous lesson to help with the relative
distance.
Find the person with the same planet card, create a pair and check their
playdough model.
Conclusion
Exit Slip
Have the students share their acronym to remember the order of the planets
in the solar system.
LESSON OBJECTIVES
 Interpreting data from a previous lesson based on the relative diameter
of each planet in the solar system
 Using playdough to create the relative diameter of each planet in the
solar system from its distance from the sun
- Exit Slip
Ordering the planet in the solar system from the largest to the smallest.
LEARNER DIVERSITY
Students needing with mathematics will work in pairs, and provided with more
guidance from the teacher.
Extension students - order the size of the planets from largest to smallest.
TERM / WEEKS: 2 Explore (Lesson 1) TOPIC – Gravitational Pull

week 5
Thinking Capability
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS
Science Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Endeavour QUESTIONS
The earth is a part of Scientific knowledge Compare data with predictions and Introduction Science journals,
a system of planets is used to solve use as evidence in developing
https://www.youtube.com/watch?v=suQDwZcnJdg various objects in the
orbiting around a problems and inform explanations (ACSIS218)
star (the sun) personal and - Create a class brainstorm with the different information presented in the video. classroom, scales
(ACSSU078) community - Why would you land on the ground instead of floating off into space?
decisions (ACSHE083) - What is gravity?
- Everything on earth is being pulled by a force of gravity, if we did not have gravity,
LESSON OBJECTIVES would we have any life on earth?
 Define what gravitational pull is, write their definition in their science Body
journal. Have the students pair up with a partner planet to test gravity with various objects Why do different
 Identify that items that are have more mass to have more gravitational around the classroom. objects fall at a
pull With the objects that the students tested originally tested their gravity with, they different speed?
 Write down two examples of stronger/weaker gravitational pull on are to weigh them. Students will identify that the objects with a greater mass, have What is mass?
earth. a greater gravitational pull-on earth. During this activity, the students are to place
ASSESSMENT their results in a graph. Testing each item 3 times to ensure their data is correct.
Science journals and observations, students will be marked against a checklist. - The students are to buddy up with another pair and to share their results.
- In their science journals, they are to write down their observations and findings.
LEARNER DIVERSITY Including drawings to explain their observations.
Paired with students that are able to assist with scales. A graph will already be
created for these students.
Extension students – transfer their graph into a dot graph to practice showing
data in other forms. Conclusion
Think-pair-share with the partner to their left, share their ideas with the class.
TERM / WEEKS: 2 Explore (Lesson 2) TOPIC – Second lesson on gravitational pull. (Gravitational
week 6 pull in space/suns orbiting).
Thinking Capability
SCSA LINKS TEACHING AND LEARNING EXPERIENCES

Science Understanding Science as a Human Science Inquiry Skills RESOURCES/KEY
Endeavour QUESTIONS
The earth is a part of a Scientific knowledge is used to Compare data with predictions Introduction Science journals.
system of planets solve problems and inform and use as evidence in Hula hoop.
orbiting around a star personal and community developing Recap ideas learnt in previous lesson Garbage bags (cut).
(the sun) (ACSSU078) decisions (ACSHE083) explanations (ACSIS218) What is gravity/mass Tape.
Small and large marbles.
What makes gravitational pull stronger on earth? Activity instructions.
LESSON OBJECTIVES How does the planets stay on their orbit around the sun?
As a result of this lesson, students will be able to: Body
 Record the movements of the marbles that replicate gravity in science Students in groups of three will be provided with instructions to carry
journal out an experiment to observe the gravitational pull of planets in the
 Identify that larger mass items pull smaller mass items closer. solar system to the sun.
Record observations in their science journals. Using their observations,
students reflect on the activity with the following questions;
ASSESSMENT What effect did placing the heavy object in the centre of the
plastic have?
Science journals and observations, students will be marked against a checklist.
What effect did flicking the marble around the inside edge of
LEARNER DIVERSITY the plastic have?
Students will be in groups. Lower achieving students will be in groups with higher Describe the orbit of the marble?
achieving students. Conclusion
Students are to look back on their TWHL chart and see if any of their
questions from the H column have been answered, record any
answers. Students share with their table group.
TERM / WEEKS: 2 week Explain TOPIC – Planning space diorama

7
Thinking Capability
SCSA LINKS
Endeavour QUESTIONS
The earth is a part of a Identify, plan and apply the Introduction Planet bingo,
system of planets orbiting elements of scientific
around a star (the sun) investigations to answer Recap the key ideas learnt in previous lessons; the distance between the
(ACSSU078) questions and solve problems planets, the diameter of the planets and gravitational pull.
using equipment and materials
safely and identifying potential
What are the names of the planets?
risks (ACSIS086) What is the order of the planets from the closest to the furthest to the sun?
How to the planets stay on their orbits?
LESSON OBJECTIVES
As a result of this lesson, students will be able to: Body
 Identify unknown words and research the meaning. Explain to the students that they will be creating a space diorama with the How are you to
 Create a poster of the defining characteristics of their planet; relative distance and diameter of the planets in the solar system. In this lesson, measure the relative
Earth, Sun, Neptune, Jupiter, Uranus, Saturn, Mars, Venus and they are to review the previous learnt content and create a plan of how their distance on the
Mercury. space diorama might look. The students are to look back on their jigsaw activity cardboard box?
worksheet and design planets according to their defining characteristics.
ASSESSMENT Students are to present their plans to a partner, and receive two stars and a
wish for their design.
Science journals and observations, students will be marked against a
checklist.
Conclusion
LEARNER DIVERSITY Students will play a game of planet bingo to practice their knowledge of the
Students needing assistance will be grouped with more capable students. solar in the solar system.
Students with more ability will be asked to provide more explicit
explanations and plans for their space diorama.
TERM / WEEKS: 2 Elaborate TOPIC – creating space diorama (lesson 1)

week 8
Thinking Capability
SCSA LINKS
Science Understanding Science as a Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Human QUESTIONS
Endeavour
The earth is a part of a Identify, plan and apply the Introduction Cardboard boxes
system of planets orbiting elements of scientific String
Students share a fun fact that they have learnt about the solar system.
around a star (the sun) investigations to answer Moldable putty
(ACSSU078) questions and solve problems How many planets are there in the solar system? Pencils
using equipment and materials What star does the planets orbit around? Science journal
safely and identifying potential What force keeps the planets orbiting around the sun?
risks (ACSIS086)
Body
Provide the students with an example of a space diorama. Their space diorama is to What is the order of the
replicate the solar system, including the relative space between the planets and the closest to the furthest of
diameter of each planet. planets from the sun?
With the students’ science journals, the students are able to use it as a key to start
planning their space diorama. What is diameter?
What planet is the largest?
Firstly, they are to start drawing and labelling on their cardboard boxes where the
What planet is the
planets will hang. They are to ensure that they are using the key from lesson 1 to place smallest?
the string in the correct position. What planet has the
Next, the students are to create their planets with the relative diameter, again, using strongest gravitational pull
their science journals as a key. Students will be using materials that will enable them to in the solar system?
mold to the desired shape.
Conclusion
Fill in their science journals, adding any extra information in their TWHL chart through
discussion with the teacher.
LESSON OBJECTIVES
 Draw and label cardboard boxes of where the planets sit with
the relative distance.
 Create the 9 planets by their relative diameter.
checklist.
LEARNER DIVERSITY
Provided with additional assistance with drawing the planets in the
correct place. Provided with the correct size planets, students will need
to refer to science journal to identify which planet is which.
Extension – questions will be more difficult to suit their ability.
TERM / WEEKS: 2 Elaborate TOPIC creating space diorama (lesson 1)

week 9
Thinking Capability
SCSA LINKS
Science Understanding Science as a Human Science Inquiry Skills
Endeavour
The earth is a part of a Identify, plan and apply the Introduction Cardboard boxes, string,
system of planets orbiting elements of scientific moldable plastic
Recap on the previous lesson. Have students share their plans and where they are up to
around a star (the sun) investigations to answer Pencils, science journal,
(ACSSU078) questions and solve problems in completing their space dioramas. coloured pencils/paint
using equipment and materials What have we learnt so far about the solar system? Students think-pare-share different
safely and identifying potential concepts that have been learnt. RESOURCES/KEY
risks (ACSIS086)
Provide instructions. Students are to complete any unfinished work for their space QUESTIONS
dioramas.
Body
Students are to complete their space dioramas. Whilst the students are completing their
models, the teacher will ask the following questions;
What did you know about the solar system at start of this unit?
What questions did you have?
TEACHING AND LEARNING EXPERIENCES
What were the questions to your answers? How did you find out the answer to
that question?
What evidence do you have to support your answer?
Conclusion
Gallery walk through of the students’ completed space dioramas.
LESSON OBJECTIVES
 Create space dioramas with the correct order of planets from
the sun.
 Create relative distance between the planets and relative
diameter of planets in the solar system.
checklist.
LEARNER DIVERSITY
Questions will be altered according to each students’ ability. More
difficult questions for the higher achieving students and simpler
questions for students whom need assistance.
TERM / WEEKS: 2 Evaluate TOPIC – Informative text on the planets in the solar system
week 10
Thinking Capability
SCSA LINKS
Endeavour QUESTIONS
The earth is a part of a Communicate ideas, Introduction iPad’s, science journal,
system of planets orbiting explanations and processes
Present this video, and provide students instructions for the lesson. video, completed space
around a star (the sun) using scientific representations dioramas
(ACSSU078) in a variety of ways, including https://www.abc.net.au/btn/classroom/space-messages/10522990
multi-modal texts (ACSIS093) Body
For the students’ final task, they are to create an informative text on all nine planets
LESSON OBJECTIVES from an astronaut’s perspective. Their astronaut is a message to potential aliens, they
As a result of this lesson, students will be able to: are essentially telling the aliens all about their solar system. The students are to use
 Create an informative text of the planets in the solar system their science journals to transfer this information into their text.
from an astronaut’s perspective. This text is to include;
 Fill in the learnt section in the TWHL chart, and examples to - The defining features of the nine planets; Earth, Sun, Neptune, Jupiter, Uranus, Saturn,
support their ideas. Mars, Venus and Mercury.
- Definitions of gravitational pull.
- Definition and explanation of gravitational pull.
ASSESSMENT Once the students have completed their informative text, they are to pair up with their
planet partner and assist with their presentation recordings. In this recording, the
To assess the students, they will be marked on their space diorama, and
students are to read their informative text, pointing to the planet they are describing on
informative text against a rubric.
their space diorama.
LEARNER DIVERSITY
Informative text key will be provided to students needing assistance. Conclusion
Students are to complete their TWHL chart. Once their chart is complete, they are to
share two things that they have learnt with their partner.

Science FPD

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SCIENCE FORWARD PLANNING DOCUMENT

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SCIENCE FORWARD PLANNING DOCUMENT

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 2 Explore (Lesson 1) TOPIC – Gravitational Pull

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS TEACHING AND LEARNING EXPERIENCES

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 2 week Explain TOPIC – Planning space diorama

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 2 Elaborate TOPIC – creating space diorama (lesson 1)

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 2 Elaborate TOPIC creating space diorama (lesson 1)

SCIENCE FORWARD PLANNING DOCUMENT

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