Overview of Unit Our planet is part of an expanding universe.

Our seasons, tides and daily cycles come from the influence of other astronomical bodies. The sun provides the ultimate source of energy for all life on Earth. In addition, space exploration offers exciting possibilities and new knowledge for mankind. The paragraph above describes the big picture of this unit. This unit is one which connects the students with the outside world, for example educating students on; Seasons and why they occur, The solar system and its planets, The moon and its phases, Eclipses, What tides are and how they happen, Calendars/ Maramataka, Satellites, asteroids, meteoroid, meteor, meteorite, and comets, Telescopes, how to make them and why use them, Space exploration, and, A controversial issue in astronomy.

This unit incorporates lots of student lead activities so that students can become responsible for their own learning and can develop skills in managing self. Additionally due to these activities being student centred the students are able to participate and contribute. As a result motivation and engagement will be increased. Furthermore throughout this unit excellence, innovation, inquiry, curiosity and diversity are focused upon. While developing thinking is also focused on and using scientific language symbols and text. This unit also has an emphasis on literacy as well as ICT skills which are necessary skills in this day and age. While this unit has a strong emphasis on students centred activities, it also involves students working in pairs and in groups. This method was utilised so that students can develop their skill in relating to others. Also it gives the students a view from someone else perspective, and if a student is struggling with their work their peers can be of assistance (working together), therefore, developing bonds and friendships through learning.

On the completion of this unit students will be more informed about the world around them, have improved communication skills and have enhanced investigation skills. As a result students can make better informed decisions about the world around them and their own health and well-being.

Seven Original Student Centred Learning Experiences 1) Seasons Activity Instructions for seasons activity Students are to cut out everything on the following page, The students are to then rearrange the objects to complete something like the following:

The students then glue this on to an A3 or A4 piece of paper, The students are to draw arrows to represent the earth rotating around the sun, the moon rotating around the earth, and the earths rotation in a day, They students also have to indicate where the southern and northern hemispheres are and what seasons are occurring in them.

Northern Hemisphere Southern Hemisphere

Spring equinox
Southern Hemisphere

Summer

Spring equinox
Rotates Summer

Revolution Autumn equinox

Northern Hemisphere

Autumn equinox 23.5

23.5
Northern Hemisphere Southern Hemisphere Southern Hemisphere
4

Winter

Winter
Northern Hemisphere

2) Solar System Planet Guessing Activity Instructions for guess the planet activity The following pieces of papers are to be spread around the classroom, on the walls or benches, wherever you like (there are ten), The students are to write in their books the information on each piece of paper and then make a guess to what planet/star it is from reading and copying the information, The order is; Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Go over the answers with the students once everyone has finished.

Who am I?
Diameter 1, 000, 000km Temperature 15, 000, 000C Is made up of gas, with no solid surface

Who am I?
Distance from the sun 58, 000, 000km Diameter 4,880km Temperature -173C to 430C Length of year 88 Days Looks like the moon

Who am I?
Distance from the sun 107, 826, 050 km Diameter 12, 000km Temperature 480C Length of year - 225 days Next door neighbour to the earth

Who am I?
Distances from the sun 149, 669, 00km Number of moons 1 Diameter 12, 755km Temperature -90C 58C Length of year 365 days Has lots of human life

Who am I?
Distances from the sun 228, 500, 000 km Number of moons 2 Diameter 6, 750 km Temperature 165C Length of year - 687 days Known as the red planet

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Who am I?
Distance from the sun 777, 000, 000km Number of moons 63 Diameter 142, 800km Temperature -172C Length of year 12 years Has a famous red spot and rotates counterclockwise

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Who am I?
Distance from the sun 1, 427, 500, 000km Number of moons 60 Diameter 120, 665km Temperature -180C Length of year 29 years There are many rings around the outside of this planet

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Who am I?
Distance from sun 2, 871, 000, 000km Number of moons 27 Diameter 51, 809km Temperature -210C Length of year 84 years There are rings around this planet however, not as many as Saturns rings

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Who am I?
Distance from the sun - 4, 500, 000, 000km Number of moons 11 Diameter 49, 530km Temperature -214C Length of year 165 years This plant is the eighth planet from the sun

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Who am I?
Distance from the sun 5, 900, 000, 000km Number of moons 3 Diameter 2, 290km Temperature -220C Length of year 249 years Was downgraded to a dwarf planet because it travels through space on a different paths to the other planets

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3) Phases of the Moon Mix and Match Instructions for phases of the moon mix and match activity Photocopy the following page so that students can complete this activity in pairs, Cut out the images and words (could get the students to do this), Match the word to the image, Go around the classroom and give feed-back and feed-forward, Go over the answers with the students.

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Full Moon Waning Crescent Waning Gibbous New Moon Waxing Crescent Waxing Gibbous Last Quarter First Quarter

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4) Satellites, Meteors, Asteroids, Comets Activity Instructions for asteroid/meteoroid/meteor/meteorite/comet play-dough activity Now that the students know the differences between asteroid, meteoroid, meteor, meteorite, and comet they are to create each one with play-dough and describe what they are to their neighbour, An asteroid is a relatively small, inactive, rock body orbiting the sun, A meteoroid is a small particle from a comet or asteroid orbiting the sun, A meteorite is a meteoroid that survives its passage through the earths atmosphere and lands upon the earths surface, A meteor is the light phenomena which results when a meteoroid enters the earths atmosphere and vaporizes: a shooting start, A comet is a relatively small, at times active, object whose ices can vaporize in sunlight forming an atmosphere of dust and gas, Teacher moves around the classroom giving feed-back and feed-forward to students

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5) Specific Milky Way Project Instructions for homework activity specific Milky Way topic 1. Students research a specific topic to do with the milk way for example: Planets, a planet, gravity, solar system, the moon, tides, seasons, vacuums, orbits, satellites, stars, suns, comets, wavelengths, radiant energy, galaxy, atmosphere, constellation, light years, the universe, asteroids, telescope, big bang, black hole, neutron star basically anything to do with the milky way, 2. Make sure you get the students come to you and tell you what topic they are doing so that you know it is suitable and there are no double ups (write this down), 3. The students need to research the topic, gather information, and present this in a form that can be explained to the class. For example: PowerPoint, model or poster, 4. The students can complete this activity in pairs or individuals (up to you as the teacher to decide), 5. Additionally it is up to you whether you give the students class time for this or if it is a homework project, 6. The presentation must go for at least three minutes, however, you and the students can come to a collaborative decision on length of time together. N.B. The instructions for this activity might seem vague. However, I did this on purpose so that the students could have room to think and manage themselves and create something individual to them.

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6) Space Exploration Projects/Computer Based Activity Instructions for homework activity - Space exploration
1. Students are to find a YouTube clip on space exploration. For example: the lunar

landing, space shuttles, the international space station, shuttle fatalities, Neil Armstrong, Felix Baumgartner, red bull stratos, curiosity rover on mars, etc. 2. Make sure you get the students come to you and tell you what YouTube clip they are doing so that you know it is suitable and there are no double ups (write this down),
3. The YouTube clip length can be 3-10 minutes. However, you and the students can

come to a collaborative decision on length of time together,

4. The students can work individually, in pairs, or in small groups (you and the students

can come to a collaborative decision),

5. The students have to introduce their clip, play their clip, sum up their clip and answer

questions on their clip. The length of introduction and conclusion can be a decision you make collaboratively.
6. The introduction involves introducing the clip and some background research that is

not covered in the clip. For example: If there is a YouTube clip about Neil Armstrong landing on the moon the introduction could include; who is Neil Armstrong and what his background is? How he got into space exploration? 7. Additionally with the conclusion the students need to sum up what has happened in the clip and answer any questions from the class (therefore need to do research around the topic could get any question)

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7) Bored Game Revision Instructions and questions for revision board game Enlarge and glue the board game together (on following pages) Cut out the questions and use them for the board game, Each student gets a counter that starts at the start, The order of the game starts from the youngest to the oldest in terms of age, If a student gets a correct answer they are to move forward one space, If they get a question wrong they are to move back one space, The students have to comply with what the board game says for example: Low oxygen move back/ Hit by a meteor lose a turn, The person who reaches the end first wins, You can pick the number of players.

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Questions for Revision Board Game

Why do seasons happen? The tilt of the earth

How many seasons are there and what are they? Four - summer, autumn, winter, spring

How many phases of the moon are there? Eight

What are two phases of the moon? First Quarter Last Quarter Waxing Gibbous Waxing Crescent New Moon Waning Gibbous Full Moon Waning Crescent If the southern hemisphere is having spring what is the northern hemisphere having? Autumn

If the northern hemisphere is having summer what is the southern hemisphere having? Winter

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How many planets are there in the solar system? Eight What are the two types of eclipses? Solar eclipse, lunar eclipse

Name three planets? Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune

What is a lunar eclipse? When the Moon moves into the Earth's shadow What is a spring tide? When the sun and moon are aligned, there are exceptionally strong gravitational forces, causing very high and very low tides which are called spring tides

What is a solar eclipse? When the Moon's shadow crosses the Earth's surface

What is a neap tide? When the sun and moon If we didnt have the are not aligned, the moon would their still gravitational forces cancel be tides? each other out, and the No tides are not as dramatically high and low
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Why does a leap year happen? A leap year occurs every four years to help What happens in a synchronize the calendar leap year? There is an extra day. year with the solar year The 29th of February 365 days. For example + + + (each year adds up) = 1 day every four years (29th of February)

What is Maramataka? The maramataka is the traditional Mori What is Matariki? calendar. Each year In Pipiri (MayJune) the has 12 months based appearance of Matariki (the on the cycles of the Pleiades star cluster) moon. These lunar signals the Mori New months begin and end Year when the moon is full, and last for about 30 days.
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What is a comet? What is an asteroid? A relatively small, at times A relatively small, active, object whose ices inactive, rock body can vaporize in sunlight orbiting the sun forming an atmosphere of dust and gas What is a meteor? The light phenomena What is a meteoroid? A small particle from a which results when a comet or asteroid meteoroid enters the orbiting the sun earths atmosphere and vaporizes: a shooting start What is a meteorite? A meteoroid that How many lenses does a survives its passage telescope have? through the earths Two atmosphere and lands upon the earths surface How many days does What is the second it take the Earth to largest planet in the Solar orbit the Sun? System? 365 Saturn What is the smallest Which is the only planet planet in the Solar in the Solar System System? known to have life on it? Mercury Earth
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How long does it take What was the name of the Earth to rotate once first person to walk on on its axis? the Moon? 24 hours Neil Armstrong Which planet is Is there gravity on the famous for its big red Moon? spot? Yes Jupiter Which planet is Which planet is known as the Red nicknamed the Third Planet? Rock from the Sun? Mars Earth Which planet is What is the only country nicknamed the to have sent people to the Ringed Planet? Moon? Saturn USA Which planet in the Solar Is there air on the System has the strongest Moon? gravity? No Jupiter How many planets What is an American are in the Solar space explorer called? System? An astronaut Eight Is Pluto a planet or a Which planet is furthest dwarf planet? from the Sun? Dwarf planet Neptune
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Which of these Even though it is not planets does not have really a star, which planet a moon: Neptune, is nicknamed the Earth, Venus, or morning Star? Mars? Venus Venus

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1) Controversial Science issue Instructions for controversial issue There are a number of steps to address a controversial issue, which are as follows. These steps will take a number of lessons. I am hoping to do a controversial issue on should we be paying money for space exploration when there are other places the money could be going? However, it depends if the class is interested in this topic as well. Teacher preparation Do an internet search and gather recent newspaper articles about the topic and share with the class, Students engaging with the broad issue Create a concept cartoon using Xtranormal showing both sides of the issue. Additionally show photos of space exploration and disease, world hunger, people that live on the streets, people with medical conditions etc, Students backgrounding the science behind the issue Students research the controversial issue in pairs - find video clips/articles/photos etc, Individual reflection on issue/values exploration Students answer the following questions and share with their neighbour: why is this important to me? Where do I stand on the issue? What do I think? Why do I think this? Group discussion of the specific issues Students partake in the activity three/four of a kind with the question; what are the main arguments in this issue? Deciding on the specific question(s) or controversial statement Small class discussion then whole class discussion on: What is the question? How do we write an ethical question? What might be a controversial or provocative statement? Come to a decision as a class, Ethical thinking students think about the question or statement from a range of ethical frameworks Go over ethical framework and decision making template then students complete the template individually, Ethical decision making and justification 30

Students create a debate or write a report on the controversial issue. For example the question could be should we be paying money for space exploration when there are other places the money could be going? For the debate one group could be backing the money being spent on space exploration (FOR) and the other group could be backing the money being spent elsewhere (AGAINST), Action/evaluation/metacognition Students design a poster on what we can do next on this controversial issue. Some tips for the report if similar question to above Here are some questions to help the students, ask them to answer the following questions in their report: What is space exploration? How much money is going into space exploration? What are they spending the money on? Do you think there is a future for space exploration? What issues are we facing that money could be going towards (e.g. world hunger, disease)? What do you think the money should be spent on?

Come to a conclusion with your students to how long the report should be. This is due to the fact that the report length will depend on the ability of the class and how much time you have. The report must have an introduction and a conclusion (briefly identify what an introduction and conclusion are) Some tips for the debate Half the class is for the controversial issue Half the class is against Everyone must say something

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Decision Making Template WHAT DO I THINK? HOW AM I THINKING? STATE THE BIOETHICAL QUESTION

CONSIDER THE OPTIONS List at least 5 possible actions or solutions (even those with which you dont agree). 1. 2. 3. 4. 5. MAKING YOUR DECISION Rank these alternatives with #1 being the one you agree with the most, and the last one being the one you agree with the least 1. 2. 3. 4. 5. JUSTIFYING YOUR DECISION My decision is....

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The reason I think this is....

The ethical framework I have given priority to is....

OTHERS VIEWPOINTS Three reasons why others might not agree with my solution are 1. 2. 3. The ethical frame works that they might be using are or relying on are....

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WHAT DO I THINK? HOW AM I THINKING? Bioethical question

Consider possible solutions

Which ethical framework? 1.

Making your decision Rank from 1-5

1.

2.

2.

3.

3.

4.

4.

5.

5.

Justifying your decision My decision is....

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The reason I think this is....

The ethical framework I have given priority to is....

Others viewpoints Three reasons why others might not agree with my decision is 1.

2.

3.

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Three Non-Original Student Centred Learning Experiences 1) Tides Article and Questions Instructions for tide worksheet Hand out a tides worksheet to every student, Once the students have read the article and answered the questions get them to compare their answers with their neighbor, Go over the answers with the students.

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Earth, sun, moon and the tides

The world's oceans are in constant flux. Winds and currents move the surface water causing waves. Ocean levels fluctuate daily as the sun, moon and earth interact. As the moon travels around the earth and as they, together, travel around the sun, the combined gravitational forces cause the world's oceans to rise and fall. Imagine the earth covered completely by water. As the earth spins, this water is balanced evenly on all sides by centrifugal force. The moon has a gravitational pull on this layer of water as it orbits the earth. This pull causes the water to bulge toward the moon. Because the earth is spinning there will be a bulge on the opposite side of the earth as well. As the earth rotates on its axis, each location on the earth will experience both tidal bulges. The areas of high water levels are high tides and the areas of low levels are low tides. Since the earth and the moon rotate around the sun, there is an added modifying factor. When the sun and moon are aligned, there are exceptionally strong gravitational forces, causing very high and very low tides which are called spring tides, though they have nothing to do with the season. When the sun and moon are not aligned, the gravitational forces cancel each other out, and the tides are not as dramatically high and low. These are called neap tides. Tides vary from day to day. As the earth, moon, and sun orbit, their positions constantly shift, causing slightly different gravitational effects. This causes the tides to occur at slightly different times. Tides also vary from place to place. Geographical position determines the level of tide. In Northern California there are two unequal tides each day. In the Gulf of Mexico there is only one high tide and one low tide each day.

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Questions
What are tides caused by?

Which exerts stronger gravitational pull on earth, the sun or the moon?

What happens when the moon faces one side of the earth?

What is a spring tide?

What position do the sun and moon have to be in to create a spring tide?

Explain a neap tide.

In most places on earth, how often do high and low tides occur?

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How long does it take the moon to completely rotate around the earth?

Draw the phases of the moon around the earth below. Label neap tides with an N and spring tides with an S.

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2) Telescope Activity Instructions and what you need to make your own telescope All you need is two converging (convex) lenses such as you might find in different sized small toy magnifying glasses, telescoping tubes (mailing tubes, or cardboard tubes which can slide inside each other), a manila file folder, scissors, serrated knife or saw to cut the tubes, glue, and some poster board. It's as easy as 1, 2, 3.

The mailing tubes will be the body of the telescope with the smaller one sliding inside the larger one. The length of the assembled telescope will be a little longer than the sum of the focal lengths of the two lenses. To determine the focal length, have someone hold a flashlight above the lens and move it up and down until the light shining through the lens comes to a bright point and measure the distance. Add the value of the focal lengths of the short and long lens together. Divide that length by two and then add another inch. Cut both of the tubes to that length with a knife or saw.

Use the scissors to cut out two circles from the manila paper that are the same size as the diameter of the mailing tube. These circle frames will mount and centre the lenses on the tube. With a knife, cut out circles that are slightly smaller than the diameter of the lenses in the centre of the paper frame circle. Glue the lenses to the centre of the

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frame. The shorter focal length lens will be the eyepiece. Glue that framed lens to the end of the smaller tube. Glue the other framed lens to the end of the larger tube. Slide the two cardboard tubes together. You have now assembled a simple refracting telescope. Look through the eyepiece of your telescope and focus it on a distant object. Slide the two cardboard tubes in and out until you have a clear image.

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3) Eclipses Activity Instructions for modelling solar and lunar eclipse Using a lamp, light bulb, flashlight or other light source, build a model of the solar and lunar eclipse, Use the light source as your sun, Use a smaller ball of clay/orange/tennis ball to simulate your moon as it passes between your "sun" and the larger sphere, which will be your Earth, Observe the way it casts shadows on the larger sphere. Get the students to demonstrate the solar eclipse and the lunar eclipse and draw these in their books, Additionally they need to know where the umbra and the penumbra are when the eclipse happens get them to draw the umbra and the penumbra on their solar and lunar eclipse diagram in their books. For example:

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Three Assessment Items with Assessment Schedule 1) Diagnostic Pre Test Pre Test for the unit Milky Way at level five year nine True/False The earth rotates around the sun The moon rotates around the earth T/F The length of a year is 365.25 days T/F There are 28 hours in a day T/F T/F

Seasons are cause by the earth moving closer and further away from the sun T/F The sun is a big star There is a northern hemisphere and a southern hemisphere T/F There are nine planets in the solar system T/F There are three types of eclipses The moon has many phases The tides are not caused by the moon T/F T/F T/F T/F

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There is a neap tide and a spring tide T/F The maramataka is the Maori lunar calendar T/F You can use a telescope to look at the stars T/F An asteroid is a relatively big, active, rock body orbiting the sun T/F

Assessment schedule for pre-test Assessment Criteria

Achievement

Achievement with Merit

Achievement with Excellence

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Demonstrate understanding of the milky way

Demonstrate in-depth understanding of the milky way

Demonstrate comprehensive understanding of the milky way

Assessment answers True/False The earth rotates around the sun The moon rotates around the earth The length of a year is 365.25 days There are 28 hours in a day THERE ARE 24 HOURS Seasons are cause by the earth moving closer and further away from the sun SEASONS ARE CAUSED BY THE TLIT OF THE EARTH The sun is a big star There is a northern hemisphere and a southern hemisphere T There are nine planets in the solar system THERE ARE EIGHT PLUTO ISNT A PLANET There are three types of eclipses THERE ARE TWO; SOLAR AND LUNAR 45 F F T F F T T T

The moon has many phases The tides are not caused by the moon THE TIDES ARE CAUSED BY THE MOON There is a neap tide and a spring tide The maramataka is the Maori lunar calendar You can use a telescope to look at the stars An asteroid is a relatively big, active, rock body orbiting the sun

T F

T T T

F AN ASTEROID IS A RELATIVELY SMALL, INACTIVE, ROCK BODY ORBITING THE SUN Judgement statement Marking Criteria Not Achieved Achieved Merit Excellence 0-6 questions correct out of 15 7-9 questions correct out of 15 10-12 questions correct out of 15 13-15 questions correct out of 15

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2) Formative - Space Exploration Projects Instructions for homework activity - Space exploration
1. Students are to find a YouTube clip on space exploration. For example: the lunar

landing, space shuttles, the international space station, shuttle fatalities, Neil Armstrong, Felix Baumgartner, red bull stratos, curiosity rover on mars, etc. 2. Make sure you get the students come to you and tell you what YouTube clip they are doing so that you know it is suitable and there are no double ups (write this down),
3. The YouTube clip length can be 3-10 minutes. However, you and the students can

come to a collaborative decision on length of time together,

4. The students can work individually, in pairs, or in small groups (you and the students

can come to a collaborative decision),

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5. The students have to introduce their clip, play their clip, sum up their clip and answer

questions on their clip. The length of introduction and conclusion can be a decision you make collaboratively.
6. The introduction involves introducing the clip and some background research that is

not covered in the clip. For example: If there is a YouTube clip about Neil Armstrong landing on the moon the introduction could include; who is Neil Armstrong and what his background is? How he got into space exploration? 7. Additionally with the conclusion the students need to sum up what has happened in the clip and answer any questions from the class (therefore need to do research around the topic could get any question)

Assessment Schedule homework activity - Space exploration Assessment Criteria

Achievement Demonstrate understanding of space exploration

Achievement with Merit Demonstrate in-depth understanding of space exploration

Achievement with Excellence Demonstrate comprehensive understanding of space exploration

Evidence Statement Achieved Introduction Student/s have a brief Merit Student/s have an in-depth Excellence Student/s have a 48

introduction on their topic

introduction with outside research

comprehensive understanding of their topic with lots of outside resource The clip is very

The clip is good quality YouTube Clip (picture and sound) and suits the topic they are talking about

The clip is valid to the topic interesting and engaging. Sound and picture perfect.

interesting and engaging. Students stop throughout the clip and inform the class what is happening in the clip Student/s shows a

Conclusion

Student/s only briefly sum up the topic and clip

Student/s shows an in-depth conclusion (knows what he/she is talking about)

comprehensive conclusion with extra information to inform the audience Answers all questions

Answer questions Questions however, some incorrect/some correct

Answers all questions correctly

correctly and demonstrates a comprehensive knowledge

Reading off notes, voice Stage Presences projection sufficient, only some eye contact with the class

Only partially reads off notes, knows most of the information, voice projection okay, moderate eye contact with class No notes, voice projection good, full eye contact with class

Judgement Statement Marking Criteria Not Achieved Achieved Merit 1 or 2 x A 3xA 3 x A (as above) + 2 x M 49

Excellence

3 x A (as above) + 2 x M + 1 x E

3) Summative End of Unit Test End of unit test on the Milky Way for level five year nine Question One Guess what planet each box of information is talking about. The first one is done for you 1) Distance from sun 2, 871, 000, 000km Number of moons 27 Diameter 51, 809km Temperature -210C

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Length of year 84 years There are rings around this planet however, not as many as Saturns rings 2)Distance from the sun - 4, 500, 000, 000km Number of moons 11 Diameter 49, 530km Temperature -214C Length of year 165 years This plant is the eighth planet from the sun 3)Distance from the sun 58, 000, 000km Diameter 4,880km Temperature -173C to 430C Length of year 88 Days Looks like the moon 4)Distance from the sun 777, 000, 000km Number of moons 63 Diameter 142, 800km Temperature -172C Length of year 12 years Has a famous red spot and rotates counter-clockwise 5) Distances from the sun 149, 669, 00km Number of moons 1

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Diameter 12, 755km Temperature -90C 58C Length of year 365 days Has lots of human life 6)Distances from the sun 228, 500, 000 km Number of moons 2 Diameter 6, 750 km Temperature 165C Length of year - 687 days Known as the red planet 7) Distance from the sun 107, 826, 050 km Diameter 12, 000km Temperature 480C Length of year - 225 days Next door neighbour to the earth 8)Distance from the sun 1, 427, 500, 000km Number of moons 60 Diameter 120, 665km Temperature -180C Length of year 29 years There are many rings around the outside of this planet

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1) Uranus 2) 3) 4) 5) 6) 7) 8)

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Question Two - Draw the phases of the moon and name each phase

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Question Three: What Seasons are occurring?

NH - Spring

SH - Autumn

Draw above what Seasons are occurring in the Southern hemisphere (SH) and in the northern hemisphere (NH)? One is done for you

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Question Four: Label the planets below

Question Five: Label on the picture whether a neap tide or a spring tide is occurring

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Question Six: Label the following

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Question Seven: True/False The earth rotates around the sun The moon rotates around the earth T/F The length of a year is 365.25 days T/F There are 28 hours in a day T/F ` T/F

Seasons are cause by the earth moving closer and further away from the sun T/F The sun is a big star There is a northern hemisphere and a southern hemisphere T/F There are nine planets in the solar system T/F 58 T/F

There are three types of eclipses The moon has many phases The tides are not caused by the moon T/F There is a neap tide and a spring tide T/F The maramataka is the Maori lunar calendar T/F You can use a telescope to look at the stars T/F An asteroid is a relatively big, active, rock body orbiting the sun T/F

T/F T/F

Question Eight: Short answer questions, What are two phases of the moon?

Why does a leap year happen?

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What is Matariki?

How many lenses does a telescope have?

How many seasons are there and what are they?

What is a lunar eclipse?

What is a solar eclipse?

CONGRATULATIONS YOU HAVE FINISHED! WELL DONE!!

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Assessment Schedule Assessment Criteria

Achievement Demonstrate understanding of the milky way

Achievement with Merit Demonstrate in-depth understanding of the milky way

Achievement with Excellence Demonstrate comprehensive understanding of the milky way

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Answers to test End of unit test on the Milky Way for level five year nine Question One Guess what planet each box of information is talking about. The first one is done for you 1) Distance from sun 2, 871, 000, 000km Number of moons 27 Diameter 51, 809km Temperature -210C Length of year 84 years There are rings around this planet however, not as many as Saturns rings 2)Distance from the sun - 4, 500, 000, 000km Number of moons 11 Diameter 49, 530km Temperature -214C Length of year 165 years This plant is the eighth planet from the sun 3)Distance from the sun 58, 000, 000km Diameter 4,880km Temperature -173C to 430C Length of year 88 Days Looks like the moon

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4)Distance from the sun 777, 000, 000km Number of moons 63 Diameter 142, 800km Temperature -172C Length of year 12 years Has a famous red spot and rotates counter-clockwise 5) Distances from the sun 149, 669, 00km Number of moons 1 Diameter 12, 755km Temperature -90C 58C Length of year 365 days Has lots of human life 6)Distances from the sun 228, 500, 000 km Number of moons 2 Diameter 6, 750 km Temperature 165C Length of year - 687 days Known as the red planet 7) Distance from the sun 107, 826, 050 km Diameter 12, 000km Temperature 480C

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Length of year - 225 days Next door neighbour to the earth 8)Distance from the sun 1, 427, 500, 000km Number of moons 60 Diameter 120, 665km Temperature -180C Length of year 29 years There are many rings around the outside of this planet

1) Uranus 2) Neptune 3) Mercury 4) Jupiter 5) Earth 6) Mars 7) Venus 8) Saturn

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Question Two - Draw the phases of the moon and name each phase

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Question Three: What Seasons are occurring?

NH - Spring

SH - Autumn

Draw above what Seasons are occurring in the Southern hemisphere (SH) and in the northern hemisphere (NH)? One is done for you Going anticlockwise starting at the top NH Spring NH Summer NH Autumn NH Winter SH - Autumn SH Winter SH Spring SH Summer

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Question Four: Label the planets below 1) Sun 2) Mercury 3) Venus 4) Earth 5) Mars 6) Jupiter 7) Saturn 8) Uranus 9) Neptune 10) Pluto Question Five: Label on the picture whether a neap tide or a spring tide is occurring Spring Tide

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Question Six: Label the following

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From left to right, top to bottom 1) Meteoroid 3) Asteroid 5) Meteor 2) Satellite 4) Comet 6) Meteorite

Question Seven: True/False The earth rotates around the sun The moon rotates around the earth The length of a year is 365.25 days There are 28 hours in a day THERE ARE 24 HOURS Seasons are cause by the earth moving closer and further away from the sun SEASONS ARE CAUSED BY THE TLIT OF THE EARTH The sun is a big star There is a northern hemisphere and a southern hemisphere T There are nine planets in the solar system THERE ARE EIGHT PLUTO ISNT A PLANET There are three types of eclipses F 69 F T F F T T T

THERE ARE TWO; SOLAR AND LUNAR The moon has many phases The tides are not caused by the moon THE TIDES ARE CAUSED BY THE MOON There is a neap tide and a spring tide The maramataka is the Maori lunar calendar You can use a telescope to look at the stars An asteroid is a relatively big, active, rock body orbiting the sun F AN ASTEROID IS A RELATIVELY SMALL, INACTIVE, ROCK BODY ORBITING THE SUN T T T T F

Question Eight: Short answer questions What are two phases of the moon? First Quarter, Last Quarter, Waxing Gibbous, Waxing Crescent, New Moon, Waning Gibbous, Full Moon, Waning Crescent Why does a leap year happen?

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A leap year occurs every four years to help synchronize the calendar year with the solar year 365 days. For example + + + (each year adds up) = 1 day every four years (29th of February) What is Matariki? In Pipiri (MayJune) the appearance of Matariki (the Pleiades star cluster) signals the Mori New Year How many lenses does a telescope have? Two How many seasons are there and what are they? Four, summer, spring, winter, autumn What is a lunar eclipse? When the Moon moves into the Earth's shadow

What is a solar eclipse? When the Moon's shadow crosses the Earth's surface

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Judgement criteria Question One Question Two Questions Three Question Four Question Five Question Six Question Seven Question eight 7 Answers 8 Answers 6 Answers 10 Answers 1 Answer 6 Answers 15 Answers 7 answers

7 + 8 + 6 + 10 + 1 + 6 + 15 + 7 = 60 Marking Criteria Not Achieved Achieved Merit Excellence 0-29 answers answered correctly 30-39 answers answered correctly 40-49 answers answered correctly 50-60 answers answered correctly

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1) Evaluation forms for Teacher and Students This evaluation form which can be completed by the students and the teacher (own performance) seeks judgement on the effectiveness of the teaching and learning that occurred in the Milky Way unit. Please tick what box is applicable and answer the last two questions

The teacher Is able to communicate ideas and information simply and clearly Is well organised and well prepared Is enthusiastic about the subject Links each lesson with the previous one Makes it clear at the start of the lesson what I am going to learn Allows me to be involved in designing the success criteria for the learning intentions

Absolutely Agree

Strongly Agree

Agree

Disagree

Strongly Disagree

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Shows me examples of the quality of work that I need to work towards achieving Connects our lesson to the world I live in Provide activities that are challenging but possible for me Is approachable if I have any questions or concerns Explain things so I can understand them Has clear rules Is fair and consistent if I do not follow the rules Makes me think about the consequences of my actions Encourages me to make up poor behaviour by fixing what I have done wrong Has high expectations of my behaviour and my work Encourages me to work and succeed Checks that I understand Gives me feedback on my work that helps me understand how I can do better Encourages me to think about my learning Allows me to both self and peer assess Gives relevant homework that is marked promptly What aspects of the unit have you enjoyed?

What suggestions do you have for improvement?

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Are there any other additional comments?

For three of your original learning experiences explain how they are representative of student centred approaches and supportive of the development of nature of science understandings 1. Specific Milky Way Topic Activity This original activity involves the students researching information about a specific Milky Way topic, gathering important information on their topic and presenting something on their specific topic in the form of PowerPoint, model or poster. This activity is student centred because the students are in control of their learning. Due to the fact that it is a homework activity as well as some class lessons the students have to manage themselves. The teacher is not there every minute helping them out, as result this creates engaged, active, and responsible learners (Johnson, 2002). However, the teacher will give feed-back and feedforward in the lessons and is always there to help if need be. This original activity is supportive of the development of the nature of science because students are developing an understanding of their world. The students are learning not only about aspects that occur within the atmosphere (seasons) but are learning about what is outside our atmosphere the things you cannot see, however, still exist. Additionally in this activity students are using scientific processes to gather and develop knowledge to create a project, much like scientist do. Resulting while they are gathering and developing this knowledge they will be increasing their scientific vocabulary and seeing and learning new symbols. As well through this research projects students are learning to gather relevant scientific information and draw evidence-based conclusions on that information and take actions were they can. Therefore the students nature of science understandings are enhanced by taking part in this activity. 75

2. Seasons Activity This original activity involves the students constructing their own model of the process of seasons on an A4/A3 piece of paper. This activity is students centred because it is lead by the students, they are in charge. The teacher cannot do this activity for the students but has to be self lead. As a result this activity promotes self-directed and self-regulated learning, task and process management (Lambert & McCarthy, 2006). This activity I believe is aimed at targeting a specific area within the nature of science. This is increasing the students science vocabulary and symbols such as 23.5. The students will be quite new to all the terms within this activity therefore it is important to create this model of seasons so that the students know where everything fits. For example the northern hemisphere is in the north, therefore the label for northern hemisphere will go on the top part of the earth image. Overall from this activity I really wanted to increase the students scientific vocabulary by means of putting images to words to construct a model and I believe this activity achieves this. 3. Solar System Planets Guessing Activity This original activity involves the students making judgements from their scientific knowledge to form an evidenced based conclusion. This activity is student centred because the students are the ones performing the activity, the teacher gives instructions, however, ultimately the students have to execute the instructions the teacher cannot do it for them. As a result this develops higher order and critical thinking skills which benefit the lifelong learner (Lambert & McCarthy, 2006). I believe this activity supports the development of the nature of science because it shows the students how scientists interpret information through processes of logical argument much like what they are doing. The students get giving the evidence however, the students have to interpret this evidence to come to a logical answer. Additionally the students are developing their scientific vocabulary and symbols such as; distance (km), number of moons, diameter (km), temperature (C), length of year (days). As a result I believe this activity strongly represents the nature of science, much like the others. A personal statement on scientific literacy Scientific literacy can be known as a number of aspects within an individual. I believe Rennie (2005) sums scientific literate individuals up nicely: An individual who is interested in and understand the world around them, An individual who engages in the discussion about science, 76

An individual who is sceptical and inquiring of allegations made by others about scientific matters, An individual who is able to seek out questions, An individual who investigates and draw evidence-based conclusions, An individual who makes informed decisions about the environment and their own health and well-being.

Additionally I believe the nature of science is very similar to that above. It involves becoming familiar with the world we live in, recognising and using particular processes and ways of developing and organising knowledge, not just throwing it all together (Ministry of Education, 2007). It entails using ones knowledge and skills to acquire further knowledge and overcome challenges, while lastly the nature of science is about using the knowledge and skills one has to make informed decisions and to act on those decisions if it is for the good of the world (sustainability of the environment) (Ministry of Education, 2007). I believe this unit develops scientific literacy and the nature of science in my students, for example: I am educating the students about the world around them, for example educating students on seasons (winter, summer, spring, autumn), solar system/planets, the moon and its eclipses, tides, calendars/Maramataka, satellites, meteors, asteroids, and comets, etc (Skamp, 2011), I am making use of activities that educate students on the fundamental concepts of astronomy, I am utilizing activities that are very student lead. This gives the students an opportunity to engage in the discourse of and about science with their pairs and teacher, I am employing activities that require the students to: describe, explain, predict, and ask (Adejuwon, 2011), Additionally due to the student centred nature of this unit the activities and three projects require the students to identify questions, investigate and draw evidencebased conclusion. Resultantly from participating in this unit the students will be: More informed about the world around them, 77

 Have a wider science vocabulary, Have improved communication skills, Have enhanced investigation skills, Therefore can make better informed decisions about the world around them and their own health and well-being,

References Adejuwon, A. (2011). A Study of The Relevance Of Scientific Skills And Attitudes To Market Women. United States of America: GRIN Verlag. eHow, (1999-2012). Model of the Eclipse. Retrieved from http://www.ehow.com/info_7941850_solar-eclipse-school-science-projects.html Johnson, B. (2002). The Student-centred Classroom Handbook: Secondary social studies. United States of America: Eye on Education. Lambert, R., McCarthy, C. (2006). Understanding Teacher Stress in an Age of Accountability. United States of America: Information Age Publishing. Ministry of Education. (2007). The New Zealand Curriculum. New Zealand: Learning Media Limited. OPT. (2008). Build a telescope. Retrieved from http://www.optcorp.com/edu/articleDetailEDU.aspx?aid=394 Rennie, L. (2005). Science awareness and scientific literacy. Teaching Science, 10-14. Ron Howard. (1995). Apollo 13. United States of America: Universal Pictures. Saunders, K. J. (2010). Teaching and learning about controversial science issues. New Zealand Science Teacher, 125, 30-33. Skamp, K. (2011). Teaching Primary Science Constructively. Australia: Cengage Learning.

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The Earths Moon. (n.d.). Introductory video on moon phases. Retrieved from http://www.gwit.org/students/fremont/assign/moon/moonphases.jpg Tides worksheet. (n.d). Retrieved from www.wdmcs.org/sdrive/Southwoods/.../ES1Tide%20Reading.doc Wolframresearch. (1996-2007). Moon Phase. Retrieved from http://scienceworld.wolfram.com/astronomy/mimg82.gif

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