Assessment 1: Unit Outline

Year Term Unit title Duration:

1 2 Life on Earth 12 Lessons

Unit overview
Rationale
The overall intention and aim of this unit is to allow students to participate and engage in fulfilling
lessons in order to expand on their existing and current knowledge to a higher degree. Students will
be able to understand Earth and all of its elements and develop scientific thinking which is raising
their own ideas, thoughts and questions (NESA, 2023). Subsequently this unit has been designed to
provoke students into learning and striving for success and to build opportunities within this unit of
Earth and Space encouraging them to apply problem solving skills and critical thinking within their
learning journey. Stage 1 of Earth and Space introduces students to a new key learning area and an
understanding of atmospheric and astronomical events and how this may impact the Earth and our
surroundings. This unit explores the dynamic structure of the Earth and its changes such as daytime
and nighttime and its place in the universe (NESA, 2023). Consequently, not only has this unit been
based around Earth and Space but there are numerous other Key Learning Areas (KLA’s)
implemented as well such as English, Mathematics, HSIE and Creative Arts. Adapting these KLA’s
into these lessons provides room for discussion and connectivity and allows students to practise
these skills in this new area of learning (NESA, 2023).
Briefly describe the pedagogical approach(es) adopted in the design of this unit.

- 5ES Constructivist models (Bybee 2015, 2019). The social constructivists' ideas are greatly used as
they let students scaffold and learn off of one another and their understanding of Earth and its
elements.
- Cooperative learning
- Inquiry based learning
- Students will also begin doing group work based activities, which is one of the major key based
learning techniques. Students will work together in small groups, so that each student can
collectively participate in the task (Mcdevitt & Jeanne Ellis Ormrod, 2020). Group work is a part of a
collaborate learning pedagogical technique

What will the students be doing in this unit?

Students throughout the Earth and Space unit will be engaging and exploring our world and the
elements within. Predominantly students will also be learning and developing a more in depth
understanding of our solar system and the eight planets and their sizes. Following this students will
be able to understand the term “orbit” and how this influences the different seasons and seasonal
change. Students will be doing hands-on work and group work, as well as gathering knowledge
from outside sources such as the school environment and technology and other resources used
within the classroom.

Identify the big ideas or key questions of the unit. What are the key concepts, content and
context?

What are Earth’s resources and how do we use and care for them?
How do the different seasons (Summer, Autumn, Winter and Spring) impact the Earth?

How is Earth different from surrounding planets?

How many planets are there? What are their features?

What does the term “orbit” mean? Which planets orbit the Earth?

What are the different moon phases?

Explain how this unit contributes to achieving school or sector priorities (e.g., literacy, numeracy,
cross-curriculum capabilities).

This unit uses a range of approaches and connections with other KLA (Key Learning Areas), which
are essential for an all-inclusive learning experience, which helps students to use different skills,
knowledge in different contexts. This unit incorporates the general capabilities of literacy and
critical thinking.

Syllabus Links: Outcomes

Knowledge and Understanding Working Scientifically Design and Production

ST1-4LW-S: Describes ST1-1WS-S Observes, questions ST1-2DP-T Uses materials,

observable features of living and collects data to tools and equipment to
things and their environments. communicate and compare develop solutions for a need
ST1-10ES-S: Recognises ideas or opportunity
observable changes occurring in
the sky and on the land and
identifies Earth’s resources.
Content
Knowledge and Understanding
Students develop the knowledge and understanding of:
- Living things and their Environments.
- Changes in the sky and the land, through the identification of the earth resources.
Working Scientifically
Planning and conducting investigations
- Explore and answer questions through participation in guided scientific investigations
(ACSIS025, ACSIS038).
- Collect data from observations
- Record observations accurately and honestly using observational drawings, labelling,
informal measurements and digital technologies (ACSIS026, ACSIS039).
- Compare observations with those of others (ACSIS041, ACSIS213).
- Develop collaboration skills to effectively conduct investigations.
- Make safe choices when using materials and equipment.
Processing and analysing data
- Use a range of methods to sort and collate information
- Represent information using drawings and simple tables, including digital representation
methods (ACSIS207, ACSIS040).
Design and Production
Identifying and defining
- Recognise needs or opportunities for designing solutions through evaluating products.
- Investigate and explain the needs of an audience in defining a problem.
- Identify technologies and appropriate materials needed to realise designed solutions
(ACTPEP005).
Links to other key learning areas.
ENGLISH: Mathematics: Creative Arts:
EN1-1A MA1-17SP VAS1.1
EN1-4A MA1-3WM VAS1.2
HSIE:
EN1-8B
GE1-2
EN1-10C

Lesson Overview and Group Responsibilities

Lesson Name Description Group member
1.What is Earth Engage Kirralee
and Space? Inquiry Questions: What do we know about space
and Earth? How can we learn about Space?
5E Framework:
Engage. In this lesson, we will be engaging first in a
teacher-led discussion, inviting students to talk
KLAs: about what they know if anything about space. To
ST1-4LW-S engage the students further they will be seated on
ST1-2DP-T the floor, listening to the Read aloud about space
(“There’s no place like Space!” Rabe & Aristides
Other KLAs: EN1- Ruiz, 2009). This book is informative of what space
1A is all about, and is age-appropriate for stage one.
EN1-4A Following from the book, children will engage in a
GE1-2 comparison worksheet, designed to explore what
the children understand about what they think is
in space compared to what they see outside and
what they believe is on Earth.

This worksheet is to help the students to engage

and explore what space is and earth.
Which will provide inquiry focus questions for the
next lesson, “What can we see in space”? “Do you
know what planet we live on?”.
2. What planet do Explain and Explore Kirralee
we live on? Building upon the previous lesson, students will be
learning about which planet they live on
5E Framework: To help Explain what Earth is, students will be
Explain and seated watching a Video “Our Planet-The Earth”
Explore (only 1 min 55 secs). This video will help to briefly
KLAs: describe what our Earth is and what is on Earth.
ST1-4LW-S
ST1-10ES-S With this the students go for a nature walk
ST1-1WS-S outside, in groups of 3-4. Each group will have a
worksheet, with different living things on it, they
will have to explore and identify different ways
they think their certain living things need to stay
Other KLAs alive. Such as if they need sunlight, or shade, a
EN1-1A certain amount of rain, no rain etc. Each
EN1-4A worksheet will be divided into a table with the
GE1-2 living things on one side and answers on the other
MA1-17SP Once students have finished they will return to the
classroom where the teacher will lead a discussion
about their answers, and the teacher will
elaborate on what weather and seasons are on
Earth and how each of them can affect living
things.

This outdoor walk helps students to be able to

understand what planet we live on, and how some
of the different weather can have a major effect
on the different living things on our planet.
This will help to explain and elaborate this
understanding for the students, by putting their
answer into a table on the whiteboard, so they can
discuss the findings which will enable them to lay
out Inquiry questions for Future lessons. “What
are Earth’s resources and How do we care for
them”?
3. What are the Elaborate and Evaluate Kirralee
other planets? Building from the previous lesson where we learnt
all about Earth, this week will be discussing the
5E Framework: planets that surround the Earth and what each of
Elaborate and them are.. Students will be on the floor listening to
Evaluate a read-aloud of the book “Solar System” (Rhatigan,
2021). This class will pause throughout the
KLAs: narrative to Elaborate on each of the different
ST1-4LW-S planets and what they do.
ST1-10ES-S
The teacher will bring in each planet and place
Other KLAs them around the classroom. In groups of 3-4
EN1-1A students will go around the classroom spending 5
EN1-4A minutes at each planet station. The students are
GE1-2 to then look at each of the planets and their
MA1-17SP colour, shape, texture and anything they can see.
VAS1.1 This will continue until each group has gone to
each of the planets.

Once completed students will sit in front of the

teacher, where they will discuss what they saw on
each planet, and evaluate all of their findings.
The teacher will use the whiteboard to write what
the students found on each of the planets into a
table. This again will create inquiry questions for
future lessons based on Earth “What is the Earth
made of”?, “Why is it so special”?
4. What makes Engage Taliyah
the Earth so YouTube video clip describing the Earth and its
special? elements “Earth 101”, National Geographic, 2018
followed by a short (10 questions) quiz related to
5E Framework: the video.
Engage
Teacher: During this lesson we will be exploring
Key Learning our Earth and going undercover to see what
Areas: elements we can identify that make our Earth so
ST1-4LW-S special and unique. Previously we discussed in last
ST1-10ES-S week's lesson Earth's surrounding planets and
what makes them different to ours, and now it’s
Other Key time to draw our attention back over to where it
Learning Areas: all began. As the Earth has many gifts to offer such
En1-1A as water, soil and oxygen in this lesson we will
discuss what each of these elements entail to help
us better understand our planet.

Inquiry question: What is water? Explain what

water is? Can you list what you may use water
for?

Water is how the Earth survives, without water

there would be no life on Earth. We also use water
to keep our body healthy and functioning. And just
like humans like us animals also need water to
survive.
Soil is what keeps all of the plants that surround us
alive. Soil in short is earth's dirt and is what plants
need in order to live.
And lastly oxygen which is what we breath in and
out through our lungs. Oxygen is important as it
keeps us alive and although it is invisible to see
with the naked eye it surrounds us everywhere we
 go.
Teacher: Will then hand out questions on a piece
of paper related to the video for kids to complete
to test their knowledge and understanding. E.g.
What is soil and its purpose? What is oxygen? Why
do we need soil, water and oxygen?
5. What are the Explore and Explain Taliyah
different seasons Short video describing the change of seasons and
and what is what each season suh as Summer, Autumn,
climate change? Winter and Spring looks like physically. “Why
seasons change for kids” Video on Youtube
5E Framework: Brainstorm ideas followed up with a brief
Explore and discussion about climate change and pollution.
Explain
Inquiry question: Can you name all the seasons?
Key Learning How would you describe Summer and Winter?
Areas:
ST1-4LW-S Teacher will provide a YouTube video to students
ST1-10ES-S about the different seasons and their impact to
ST1-1WS-S the Earth. Teacher will then instruct students to
ST1-2DP-T write down what they learnt from the video about
the different seasons on a large poster in groups of
Other Key 4-5 with the different seasons as subheadings and
Learning Areas: then each group once finished will do a walk
En1-1A around the classroom to see what information and
facts other groups discussed and wrote down.
Posters should have facts about seasons. E.g.
Summer: It is the hottest season of the year.
Autumn: Trees lose their leaves. Winter: It is very
cold and it snows during this time. Spring: Flowers
begin to bloom again.
Teacher will then begin a brief discussion about
climate change and how pollution such as gas
from our cars can cause climate change which is
where the Earth begins to become hotter and the
temperature rises.
6. How do we Elaborate and Evaluate Taliyah
take care of our Teacher: Children in groups of 4-5 will go outside
Earth? and collect 10 pieces of rubbish and bring it to the
classroom and then learn what bins to place it in
5E Framework: either, general waste, recycling or green bin.
Elaborate and
Evaluate Inquiry question: Did you already know what bins
to put the rubbish in? Do you know where all the
Key Learning different coloured bins go once collected?
Areas:
ST1-4LW-S The teacher will have students sit in a circle so that
ST1-10ES-S everyone is able to see the three different
ST1-2DP-T coloured bins in the middle. Then each student
will take in turns placing their rubbish in the bins
Other Key they believe the rubbish they collected belongs in.
Learning Areas: The teacher will then explain to the students what
En1-1A goes in each bin and then will discuss with the
GE1-2 class the impacts of rubbish on our ecosystem and
Earth, and why it is crucial that we place our
rubbish in the correct bins and don’t litter.
Examples being it keeps our water fresh so we can
then drink it. Adding on, the teacher will then
continue on with that it also ensures that the
animals that make up our ecosystem such as birds,
fish and other mammals continue to stay safe and
unharmed.
7. How old is Visual timeline of Earth’s existence and formation Ryley
Earth? over the years

5E Framework: The teacher will display the most notable events

Engage of the Earth’s history since its formation. This will
lead into the teacher and students, creating a
Key Learning short but detailed timeline of the Earth’s history.
Areas: This topic will enhance the fact of how old Planet
ST1-4LW-S Earth is and how much has happened to it over
ST1-10ES-S the years to get it to where it is today. Once
ST1-2DP-T students have collaborated with the teacher and
completed the timeline, they can then work
amongst themselves and make their timeline
colourful and aesthetically pleasing.

Inquiry question: How many years has Planet

Earth existed in the solar system?

In its simplest form, Earth is estimated to be

around 4.54 billion years old. Which for a fun fact
is approximately, sixty million times longer than
the average human lifespan (75 years). Some of
the planet’s most notable events include, when
the earth was formed, when the core and crust
were formed, Earth’s first oceans and sign of life,
the first animals, plants and dinosaurs evolved and
lastly, when modern humans started to evolve.
There have been 5 ice age’s in Earth’s history, the
 earliest was over 2 billion years ago and the most
recent one began approximately 3 million years
ago.

8. Which Planets Show a video and diagrams showing the order of Ryley
are closest to the the planets. Followed by drawing and labelling the
sun? planets in order.

5E Framework: The class will be shown a video about each planet

Explore and in our solar system and where they are in relation
Explain to the sun. The students will watch and ask the
teacher questions for reassurance and clarity.
Key Learning Students will then create a drawing of the sun,
Areas: followed by each planet and where they are in
ST1-4LW-S comparison to the sun and each other planet.
ST1-10ES-S
Inquiry question: Can you draw and represent each
planet in a row from closest to furthest away from
the sun?

Starting from closest to furthest away, Mercury is

the closest planet to the sun. Followed by, Venus,
Earth, Mars, Jupiter, Saturn, Uranus and Neptune
which is the furthest planet away from the sun.
Mercury is 58 million kilometres away from the
sun and Neptune is 4.495 billion kilometres away.
Our Planet Earth is at the perfect distance for the
life of a human from the sun (150 million
kilometres). Pluto, now a dwarf planet, is
approximately 5.9 billion kilometres away from
the sun and was classified as a planet up until 18
years ago.

9. What are the In groups of 4, use oreo’s to demonstrate all 8 Ryley

different moon different moon phases.
phases?
Students will be put in groups of 4 and will be
5E Framework: given 8 oreo’s. Each student will be responsible to
Engage split 2 oreo’s and scrape the cream off of the
biscuit with a spoon until it resembles a particular
Key Learning moon phase. The students will be allowed to
Areas: consume the other half of the oreo that isn’t being
ST1-4LW-S used for the activity.
ST1-10ES-S
Inquiry question: What are the names of the 8
 moon phases and how often do they occur?

There are eight different moon phases and each of

them last for approximately 4 days (3.69) and a
total cycle of the 8 phases goes for just under 1
month (29.5 days). New moon is the first phase of
the lunar month, followed by Waxing Crescent
than the First Quarter, Waxing Gibbous, Full
Moon, Waning Gibbous, Third Quarter and
Waning Crescent. The moon doesn’t give off light
itself, the ‘moonlight’ we see is actually the Sun’s
light reflected off of the lunar surface. As the
Moon orbits Earth, the Sun lights up different
parts of it, making it seem as if the Moon’s
changing shape. It’s a matter of where the Sun,
Earth and Moon are situated and aligned with
each other and that's how the phases are caused.
The moon phases and their order don’t change
throughout the year or any of the four seasons,
they all stay the same year round.
10. Draw picture Inquiry question: What does it look like on the Flynn
of the moon. Moon?

5E Framework: Students will begin the lesson by having 10

Engage and minutes to draw what they imagine it would be like
Explain. to stand on the Moon.

Students will be encouraged to go in-depth to

Key Learning assess where their current knowledge is. For
Areas example, are there objects on the Moon? Is it
ST1-4LW-S. dark? What does the ground look like? Are there
plants/wildlife?
Other Learning
Areas After students have completed their drawing, they
VAS1.1 will be encouraged to share and discuss the picture
EN1-4A they drew and why they drew it this way.

Students will then sit and watch a video of what it

looks like on the Moon.

- https://www.youtube.com/watch?
v=2iSZMv64wuU

Students will then discuss the similarities and

differences between what they drew. The students
will have a more in-depth understanding of and
knowledge of the Moon.
11.How big are Inquiry question: How do the different planets Flynn.
the planets? compare in size?

5E Framework:
Explore Students will begin the lesson by being shown
pictures of the different sizes of the planets in our
Key Learning solar system.
Ares:
ST1-2DP-T Students will then be given playdough and
instructed to make planets according to their size
Other Learning to test their comprehension and knowledge.
Areas Students will be given the names of each planet
En1-1A: and asked to make a playdough ball representing
its size.
VAS1.1:
This will challenge the student's recall by asking
VAS1.2:. them to correctly make the planets in size order,
and they will be able to extend their knowledge by
having visual comparisons of the planets.

12. Word find Word find. Flynn

5E Framework: Each student will be given a word find to reinforce

Engage the new language they have acquired throughout
the topic, using the words they have learned in the
Key Learning previous activities.
Areas
ST1-4LW-S: The aim is for the students to complete the word
find by correctly identifying 10 words that have
Other Learning been frequently discussed in the topics of earth
Areas and science.
EN1-4A:
Some examples of the words that could be used
are the names of the planets or terms used when
describing the earth, for example, water, mountain,
etc.
 References

Bybee, R. W. (2019). The BSCS 5E instructional model: Creating teachable moments. National

Science Teachers Association.

Mcdevitt, T. M., & Jeanne Ellis Ormrod. (2020). Child development and education. Merrill.

NESA. (2017). Science and Technology K–6 | NSW Education Standards. NSW Education

Standards Authority.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/tas/science-

and-technology-k-6-new-syllabus

NESA. (2020). Mathematics | NSW Education Standards. Nsw.edu.au.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics

NESA. (2021). Creative Arts | NSW Education Standards. Nsw.edu.au.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/creative-arts
 NSW Education Standards Authority (NESA). (2015). Geography K–10 | NSW Education

Standards. Nsw.edu.au.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/

geography-k-10

Appendices
Full Outcomes:
English:
En1-1A: Communicates with a range of people in informal and guided activities
demonstrating interaction skills and considers how own communication is adjusted in
different situations.
EN1-4A: Draws on an increasing range of skills and strategies to fluently read, view and
comprehend a range of texts on less familiar topics in different media and technologies.
EN1-8B: Recognises that there are different kinds of texts when reading and viewing and
shows an awareness of purpose, audience and subject matter.
EN1-10C: Thinks imaginatively and creatively about familiar topics, ideas and texts when
responding to and composing texts.
Mathematics:
MA1-17SP: Gathers and organises data, displays data in list, tables and picture graphs, and
interprets the results.
MA1-3WM: Supports conclusions by explaining or demonstrating how answers were
obtained.
HSIE:
GE1-2: Identifies ways in which people interact with and care for places.
Creative Arts:
VAS1.1: Makes artworks in a particular way about experiences of real and imaginary things.
VAS1.2: Use the forms to make artworks according to varying requirements.

Appendix Lessons 1, 2, 3

Rabe, T., & Aristides Ruiz. (2009). There’s no place like space. Random House.
 Rhatigan, J. (2021). Little Genius: Solar System. Little Genius Books. Youtube Link Read-

Aloud:https://www.youtube.com/watch?v=y5XXWbF2v3Q.

TutWay. (2019). Our Planet – The Earth | Science | Grade 1 | TutWay. On YouTube.

https://www.youtube.com/watch?v=FFr3YbZED5E

Appendix Lessons 4, 5, 6

Dizyaka, M. (2018, June 10). Why seasons change for kids and how seasons happen. Why

questions for kids. Www.youtube.com. https://www.youtube.com/watch?v=T6SSOoEMwAA

National Geographic. (2018). Earth 101 | National Geographic. On YouTube.

https://www.youtube.com/watch?v=HCDVN7DCzYE

Smile and Learn. (2020). How to Take Care of the Environment - 10 Ways to Take Care of the

Environment. On YouTube. https://www.youtube.com/watch?v=X2YgM1Zw4_E

Appendix Lessons 7, 8, 9
EarthHow. (19/03/2024). Earth timeline: Geological history & events. https://earthhow.com/earth-
timeline-geological-history-events/

National Geographic. (2016). Solar System 101

https://www.youtube.com/watch?v=libKVRa01L8

Appendix Lessons 10 ,11, 12

NASA. (2012). NASA | Tour of the Moon [YouTube Video]. On YouTube.

https://www.youtube.com/watch?v=2iSZMv64wuU